NEW SOUTH WALES
TECHNICAL AND FURTHER EDUCATION COMMISSION
NSW Course Number: 9071
NSW Version Number:
4
Qualification Code: 91349NSW
_____________________________
Certificate I
in
Access to Work and Training
_____________________________
Accreditation Date:
01-Dec-2006
Expiry of Accreditation: 31-Dec-2011
SOCIAL INCLUSION & VOCAT ACCESS
VOCATIONAL ACCESS PROGRAM AREA
Certificate I in Access to Work and Training
A. General information
1. Proponent
NSW TAFE Commission - Social Inclusion & Vocat Access
2. Address
NSW TAFE Commission
1 Oxford St, Darlinghurst NSW 2010
3. Contact details
Manager Vocational Access
Social Inclusion and Vocational Access Skills Unit
PO Box 707
Broadway
NSW
2007
Phone: 02 9217 4293
Fax:
02 9217 3918
4. Type of submission
4.1 Course submission type
Accreditation
5. Copyright information
Material in this course syllabus is the property of the State of NSW, Department
of Education and Training, NSW TAFE Commission, Social Inclusion and Vocational
Access Skills Unit copyright, and subject to the provisions of the Copyright Act
1968.
A licence is required to:
- use this material for training delivery
- reproduce in part or whole
- incorporate a significant part of the material into a derivative such as,
an Enhancement, Contextualisation, Supplementary or Compilation
- on-sell or license, in part or whole, to a third party.
Not all of the units of competency associated with this course may be State of
N.S.W. copyright. For information about the copyright and licensing of
particular units of competency refer to the specific unit of competency
documentation.
6. Course licensing and franchise arrangements
Licensing and franchising arrangements should be negotiated with the copyright
owner.
For information related to the licensing of the State of NSW, Department of
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(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
2
Certificate I in Access to Work and Training
A. General information
Education and Training copyright materials, contact:
Social Inclusion and Vocational Access Skills Unit
PO Box 707
Broadway
NSW
2007
Phone: (02) 9217 4293
Facsimile: (02) 9217 3918
7. Accreditation authority
TAFE NSW under delegation from VETAB
8. Classification information
ANZSCO Code:
ANZSIC Code:
Field of Education:
NSW Course Number:
NSW Version Number:
GEN20
8432
120599
9071
4
Non-Industry Specific Training
Technical and Further Education
Employment Skills Programmes
Certificate I in Access to Work and Training
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unless otherwise indicated in point 5 in part A
Status: Approved
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Certificate I in Access to Work and Training
B. Course information
1. COURSE NAME AND QUALIFICATION
1.1 Course qualification and name
Certificate I in Access to Work and Training
1.2 Nominal duration:
360 hours
The hours for this course and the units of competency within it are only
indicative. Total hours will depend on the target group and the electives
chosen.
Completion requires 260 - 360 hours. The number of hours may vary depending on
factors such as target group needs, learners' entry level knowledge and skills,
elective units of competency selected and duration of work placement if
applicable.
2. COURSE DEVELOPMENT
2.1 Industry and market needs
TAFE NSW Access Employment, Education and Training (AEET) Framework
------------------------------------------------------------------This course is part of the TAFE NSW Access Employment, Education and Training
(AEET) Framework which includes accredited courses at AQF 1 to 3. These courses
have been developed to enable learners to gain access to employment, education
and training.
The TAFE NSW Access Employment, Education and Training (AEET) Framework is a
response to national and international research on the importance of
Employability Skills. Qualifications in the Framework contain units of
competency clustered according to the Employability Skills Framework proposed by
the Business Council of Australia (BCA) and the Australian Chamber of Commerce
and Industry (ACCI), the use of which has been endorsed by the National Training
Quality Council (NTQC). The Certificate I in Access to Work and Training
specifically addresses these Employability Skills.
The AEET Framework has been designed to meet the needs of people needing to
access pathways to vocational and further education. These target groups
include:
*
Aboriginal people
*
mature aged people
*
people with disability
*
second chance learners
*
women
*
youth at risk
*
people from a language background other than English (LBOTE)
*
people living in rural, regional and remote areas.
These learners may enrol in the course for support in:
*
further developing their Employability and/or vocational skills
*
seeking paid or unpaid work
*
clarifying career goals
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Status: Approved
4
Certificate I in Access to Work and Training
B. Course information
*
developing specific skills required for entry to vocational training.
The development of AEET qualifications has been based on extensive consultations
with internal and external industry and community stakeholders in NSW and other
states, institute customers and a National Network of TAFE Leaders in Access and
General Education. The new suite of qualifications will replace a number of
module based courses that had similar outcomes. These new qualifications will
provide flexibility for Institute delivery and enhance the range of outcomes for
learners accessing employment or further study.
Background to the development of the AEET Framework
--------------------------------------------------Employability Skills
-------------------Industry consultation, as well as national and international research, has
produced a particular focus on the importance of Employability Skills since the
release, in March 2002, of the paper Employability Skills for the Future. This
paper and subsequent work, sponsored by BCA and ACCI, have resulted in the
development of a proposed Employability Skills Framework. This Framework has
been endorsed by the National Training Quality Council (NTQC).
In Australia, the High Level Review of Training Packages(2004)found that the
incorporation of generic/employability skills is one of the most significant
design issues for Training Packages.
Target groups
------------The NSW VET Plan 2006 - 2008 identifies key targets under the Bilateral
Agreement between the State and Federal Governments' Council of Australian
Governments (COAG). Three Commonwealth targets that are likely to require
increased effort are:
*
enrolments by 45 to 64 year olds
*
enrolments by 20 to 24 year olds
*
Indigenous enrolments at Certificate III and above.
To achieve these targets there is a need to provide flexible training and
contextualised recognition to attract the diversity of students from within the
three target groups. Addressing specific critical needs and skills gaps,
particularly for existing workers, can be achieved through customised
recognition, skills set training and packaging of units of competencies. Visible
links between training and employment opportunities are critical to the
development of qualifications in Access and General Education.
Skills shortage areas
--------------------The current National Industry Skills Report (Department of Education, Science
and Training May 2006) highlights industry areas with reported skills shortages
in areas such as agrifood, child care, residential aged care, construction,
refrigeration and air conditioning mechanics and electrical trades,
hairdressing, and real estate. As potential students are located to fill these
skills shortages they may have a range of employability skills or pre employment
training requirements that will need to be addressed. For this to occur, courses
need to be flexible and enable the achievement of identified industry and
employability competencies. This will provide learners with a pathway into
specific industry areas.
Proposed strategies identified in the National Industry Skills Report
(Department of Education, Science and Training May 2006) to address Skilling
Australia's Workforce (SAW) Legislation 2005 include:
*
increasing the number of prevocational courses as pathways to enter
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
*
*
*
*
*
*
industries
establishing new ways to recognise and record skills, training and
qualifications
increasing flexible delivery modes to meet the needs of small and medium
enterprises, part time casual and seasonal workers and those at rural
and remote locations
improving development and delivery of short courses to meet industry
needs
enabling individuals to acquire cultural and language skills as well
as the ability to manage diversity
supporting individuals to assume greater responsibility for own training
and career development
increasing enrolments in higher qualifications.
The Employment and Workplace Legislation Amendment (Welfare to Work) Bill 2005
and the Family and Community Services Legislation Amendment (Welfare to Work)
Bill 2005 have set in place new arrangements for sole parents, people with
disabilities, long-termed unemployed and mature age unemployed. The AEET
Framework courses, including this one, provide a vehicle that will support
people affected by this legislation to develop the skills they need to enter or
re-enter the workforce.
Research conducted within TAFE NSW strongly supports the provision of Access and
General Education (A&GE) qualifications as employability skills developed are
seen nationally as critical to effective business operations, social cohesion
and meaningful employment. The research identifies that A&GE qualifications
provide a range of pathways to work, further education, vocational training and
Recognition of Current Competency (RCC) in a supportive environment.
The AEET Framework is developed on the same principles as a Training Package and
contains the same components as a Training Package: Competency Standards,
Assessment Guidelines and Qualifications Framework.
The move from accredited modular based courses to a framework of units of
competency:
*
demonstrates a commitment to the Training Package philosophy and unit
based enrolment in TAFE NSW
*
provides a consistent and transparent process for course development and
delivery for all mainstream TAFE learners, including those from A&GE
target groups
*
provides benchmarks for mutual recognition and Recognition of Prior
Learning (RPL) of units of competency.
The qualifications will include:
*
existing national units of competency
*
TAFE NSW units of competency addressing employability skills and
informed by existing curriculum
*
TAFE NSW units of competency related to the skills and knowledge needed
for the new qualifications and for identified target groups.
The structures and content of the qualifications have been informed and
reviewed by the AEET Reference Group, TAFE NSW Institutes, TAFE NSW Equity
Units, Aboriginal Education Training Directorate, National Network of Leaders
in Access and General Education and Peak industry and community groups for
Access and General Education.
The Social Inclusion and Vocational Access Skills Unit personnel consulted
extensively with internal and external stakeholders throughout the project.
Feedback from these consultations identified that the qualifications need to
enable Institutes to meet current and emerging needs of individuals and
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
communities. The qualifications meet these needs by providing:
*
flexibility
*
multiple pathways
*
capacity for contextualisation.
Consultations identified that 'badged' courses, identifying the course by its
target group, may not be in the best interests of learners since such
qualifications can be perceived as less rigorous in the market place and may
therefore create barriers for learners seeking work or recognition. The new
suite of qualifications will replace existing courses and add capacity for
Institutes to respond to emerging markets.
In order to meet identified market needs, the following qualifications provide a
pathway into this qualification:
* Statement of Attainment in Access to Work and Training
* Statement of Attainment in Skills for Work and Training
Consultation with Stakeholders
-----------------------------The development of this course, as part of the AEET Framework, was informed by
extensive consultations with the following internal and external stakeholders,
in keeping with the principles of Training Package development:
*
AEET Framework National Reference Group:
o
Institute Director, TAFE NSW South Western Sydney Institute
o
General Manager, TAFE NSW Business
o
Director, TAFE NSW Social Inclusion and Vocational Access
Skills Unit
o
Chief Executive Officer, Innovation and Business Skills Australia
o
Chief Executive Officer, Manufacturing Skills Australia
o
Federal TAFE President, Australian Education Union
o
Secretary, TAFE Teachers' Association
o
Equity Representative, National Quality Council
o
Director, Victorian Qualifications Authority
o
Associate Director, TAFE NSW Primary Industries and Natural
Resources Curriculum Centre
o
Director, Community and Migrant Education, NSW Department of
Education and Training
o
Dean of Studies, General Education, TAFE NSW Illawarra Institute
o
Vice-President, NSW Adult Literacy and Numeracy Council
o
Product Manager, Product Services and General Education, Product
Research and Development, Open Learning Institute, TAFE Queensland
o
A/Associate Director, TAFE NSW Equity Strategy and Programs
*
National network of TAFE leaders in Access and General Education:
o
Director, Social Inclusion and Vocational Access Skills Unit,
TAFE NSW
o
Senior Consultant, Product Services, TAFE Queensland
o
Product Manager for Creative Industries, IT & GE, TAFE Queensland
o
Senior Project Officer, Education Services & Programs, DFEEST, South
Australia
o
Curriculum Officer, Curriculum Support Services Network, Challenger
TAFE, Western Australia
o
Director, School of Social Sciences, Chisholm TAFE, Victoria
o
Dean of Communication & Community Services, CIT, ACT
o
Coordinator VET Programs, Centre of Access & ESL, Charles Darwin
University, Northern Territory
o
Pathway Manager, Institute of TAFE, Tasmania
*
TAFE NSW Institute Faculty Directors
*
TAFE NSW Deans of Studies
*
TAFE NSW Multicultural Education Unit
*
Directors of Studies, TAFE NSW ELICOS Centres
*
TAFE NSW Head Teachers and teaching staff.
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
Detailed information about the industry and community consultations for new
qualifications within the AEET Framework Project is available from TAFE NSW
Social Inclusion and Vocational Access Skills Unit Intranet
http://esd.tafensw.edu.au/2384/development/currimp.htm#prodev
2.2 Review for re-accreditation
Consultation conducted as part of the development of the AEET Framework
identified that the philosophy, intent and outcomes of a number of courses and
statements of attainment will be replaced by the Certificate 1 in Access to Work
and Training. Courses being replaced are:
*
90366NSW Certificate I in Career Access (11205) (a stranded course which
includes 9 separate courses)
*
Statement of Attainment in Employment Skills (9422)
*
Statement of Attainment in Work Opportunities for Women (4195).
*
90789NSW Certificate I in Work Skills(9870)
*
Statement of Attainment in Work Skills (4127)
*
Statement of Attainment in Learning by Contract(4995)
The AEET Framework review identified that the existing module based courses had
overlapping content and duplication of outcomes. These courses offered limited
flexibility and capacity to allow Institutes to respond to local needs and
changing contexts.
The review also identified the need for qualifications previously offered to a
target group at a single level to be available across AQF levels 1 to 3 to
provide greater flexibility. The Certificate 1 in Access to Work and Training
provides the AQF 1 level qualification in this new suite of courses.
Skilling Australia's Workforce and Welfare to Work legislation, identified the
need for education and training to address skills gaps, retraining needs and
employability skills. This requires qualifications that provide a broad range of
vocational units of competency that can be combined with units of competency
that address employability skills to help learners achieve realistic employment
outcomes.
The Certificate I in Access to Work and Training has a flexible structure that
enables customisation for delivery to a range of learners as well as specific
target groups. Relevant units of competency within the course can be selected
and clustered to create a local program to address local target group needs.
These groups may include:
* Aboriginal people
* mature aged people
* people with a language background other than English (LBOTE)
* people with a disability
* second chance learners
* youth at risk
* women
* people living in rural, regional and remote areas.
Their
*
*
*
*
*
goals may include:
retraining for a change in employment
accessing paid or unpaid work
gaining skills to improve community or workplace participation
gaining skills to assist access to further training
planning employment or training pathways.
Units of comptency specifically addressing the needs of women have been included
in the course structure to allow training organisations to package suitable
programs to meet the needs of groups of women wishing to retrain or access
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
further study.
Similar consultation was conducted with TAFE NSW stakeholders involved in entry
level course provision for learners with a disability and Aboriginal learners to
ensure that the units of competency included in the Certificate 1 in Access to
Work and Training will allow for local course customisation and packaging for
these groups of learners.
The flexible structure, target groups and delivery contexts possible in this
qualification reflect advice received during consultation with Institutes. This
qualification responds to emerging practices in Institutes to customise, brand
and market qualifications for specific target groups and local needs.
Consultation with TAFE NSW Curriculum Centres has identified appropriate
nationally endorsed units of competency which have valid standing within this
qualification.
Transition Arrangements
----------------------This course replaces:
*
90366NSW Certificate I in Career Access (11205) (a stranded course which
includes 9 separate courses)
*
Statement of Attainment in Employment Skills (9422)
*
Statement of Attainment in Work Opportunities for Women (4195).
*
90789NSW Certificate I in Work Skills(9870)
*
Statement of Attainment in Work Skills (4127)
*
Statement of Attainment in Learning by Contract(4995)
It will not be possible to enrol new students in these courses from 1 January
2007. Students currently enrolled may either continue in the old course or
enrol in the new qualification carrying advanced standing for modules they have
completed that map to units of competency in the new qualification, depending on
circumstances in Institutes.
3. COURSE OUTCOMES
3.1 Course outcomes
This course provides a pathway to work, community participation, and further
education and training (eg. Certificate II in Skills for Work and Training,
Training Package qualifications and Year 10 equivalent Certificate II in General
and Vocational Education). It may also be contextualised for overseas qualified
professionals seeking development or consolidation of employability skills in
English.
Learners will develop a range of skills and knowledge to achieve the following
key course outcomes:
*
identify realistic education/employment options and appropriate
educational pathways
*
participate in a formal, supported or self-managed learning environment
*
improve opportunities for community participation and contributing to a
diverse society
*
identify RPL opportunities for work and life experiences.
In addition, depending on electives chosen, learners will achieve one or more of
the following outcomes:
*
enhance communication skills for accessing and maintaining employment
*
develop skills to retrain or enter the workforce (including entry level
vocational skills)
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
*
*
provide articulation into further education and training at AQF levels
1 and 2
develop fundamental core employability and vocational skills to achieve
chosen options.
The structure of this qualification enables customisation for delivery to
specific target groups. The course can be locally 'badged' and marketed to one
or more identified groups eg Aboriginal people, mature aged workers, people with
language background other than English (LBOTE), people seeking career change or
skills enhancement, people seeking paid or unpaid work, people with disability,
second chance learners, women, Youth at Risk or groups of learners in a
workplace.
The course structure includes:
*
units of competency addressing the full range of employability skills
(TAFE NSW developed units of competency from the AEET Framework - these
units of competency can be identified by a TAFE NSW code with a prefix
NSWT.)
*
units of competency relating to employability skills from current
training package qualifications. These units of competency can be
identified by their Training Package code.
*
vocational units of competency from current training package
qualifications.
*
AEET Framework targeted content/specialist units of competency.
3.2 Competency standards
No nationally endorsed competency standards exist for Access and General
Education. However in creating this qualification national units of competency
from a range of Training Packages have been included in the structure or have
informed the development of AEET Framework units of competency.
The qualification contains TAFE NSW units of competency developed by Social
Inclusion and Vocational Access Skills Unit as part of the Access Employment
Education and Training (AEET) Framework and in accordance with the current
Training Package Development Handbook.
National units relating to employability skills have been incorporated where
their delivery and assessment requirements are appropriate for the contexts in
which the qualification will be delivered. Other national units of competency
have informed the development of TAFE NSW employability skills units of
competency, to provide a learning pathway that will enable learners to achieve
national units of competency. The NSW units of competency will build a pathway
to the related national units of competency and Training Package qualifications.
When learners complete units of competency from Training Packages, they will
achieve credit transfer/advanced standing into Training Package qualifications
in which the units of competency are included. Advice on appropriate clustering
of units of competency is provided in the AEET Framework Implementation Guide.
Information on mapping of TAFE NSW developed units of competency to national
units of competency and articulation pathways to Training Package
qualifications, will be detailed in AEET Framework Implementation Guidelines.
The units of competency comprising the AEET Framework were developed by:
* rationalising existing module stock
* identifying gaps in existing stock
* identifying duplication in proposed units of competency
* clustering like units of competency in order to establish scaffolding of
competencies and to identify overlap.
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
A profile of each proposed unit of competency was then documented which
indicated its proposed title, description, content and scope, and its
relationship to current and proposed stock or to any nationally endorsed unit
of competency.
To ensure consistency in standards across the language and literacy related
units of competency, their development was informed by and content aligned with
the Australian Core Skills Framework (ACSF) indicators of competence.
3.3 General competencies
Employability Skills are built into all workplace, further study and community
capacity building competencies. Trainers and assessors should ensure that they
are addressed in training and assessment.
The Employability skills applicable to this course are outlined below:
1. National Employability SKills
Communication
------------that contributes to productive and harmonious relations between employees and
customers.
Learners will develop oral and written communication skills appropriate to a
workplace, community or education context.
Example of application in the following unit:
BSBCMM101A - Apply basic communication skills.
Teamwork
-------that contributes to productive working relationships and outcomes.
Learners will develop skills and knowledge to participate effectively in a team
in a workplace, community or education context.
Example of application in the following unit:
NSWTCOM102B - Communicate orally with others about routine matters.
Problem solving
--------------that contributes to productive outcomes.
Learners will develop skills and knowledge to use problem solving strategies in
a workplace, community or education context.
Example of application in the following unit:
NSWTPBL101B - Use basic problem solving strategies.
Initiative and enterprise
------------------------that contribute to innovative outcomes.
Learners will develop skills and knowledge to identify and implement workplace
roles and responsibilities and develop knowledge of work practices.
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Certificate I in Access to Work and Training
B. Course information
Examples of application in the following units:
NSWTINT101B - Identify features and sources of effective leadership
NSWTINT102B - Identify job opportunities.
Planning and organising
----------------------that contribute to long-term and short-term strategic planning.
Learners will develop skills and knowledge to plan, prepare and participate in
activities in a work, education or community context.
Examples of application in the following units:
BSBLED101A - Plan skills development
NSWTPLG103B - Plan a short project
NSWTPLG107A - Plan for education and employment.
Self-management
--------------that contributes to employee satisfaction and growth.
Learners will develop skills and knowledge to enhance their ability to manage
their personal, work, community or education needs
Examples of application in the following units:
NSWTSFM101B - Use effective personal presentation skills
NSWTSFM103B - Prepare for an interview
NSWTSFM110B - Access community service providers.
Learning
-------that contributes to ongoing improvement and expansion in employee and company
operations and outcomes.
Learners will develop skills and knowledge to participate in education and
training and identify learning goals.
Examples of application in the following units:
NSWTLRN101B - Organise personal learning environment
NSWTLRN102B - Formulate an initial learning plan
NSWTLRN105B - Apply learning strategies at work.
Technology
---------that contributes to effective execution of tasks.
Learners will develop skills and knowledge to use technology to develop a range
of written and oral communication skills in a work, community or education
context.
Examples of application in the following units:
NSWTTCH101B - Develop literacy using technology
NSWTTCH102B - Apply skills to use emerging technology
NSWTTCH103B - Use everyday technology.
2. The following additional Employability Skills have been identified by Social
Inclusion and Vocational Access Skills Unit, TAFE NSW as apart of the Access
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
Employment and Education Training (AEET Framework project):
Personal safety and security
---------------------------that contributes to an awareness of personal safety and security.
Learners will develop skills and knowledge to take responsibility for personal
safety and security that meets their needs within a workplace, community or
education context.
Example of application in the following unit:
BSBOHS201A - Participate in OHS processes
Ethics and ethical practice
--------------------------that contributes to an awareness of ethical principles and practice.
Learners will develop skills and knowledge to apply confidentiality and respect
for the rights and needs of others in a workplace, community or education
context.
Example of application in the following unit:
NSWTETH204A - Identify ethical issues in the workplace.
Sustainability
-------------that contributes to an awareness of concepts of natural, human and social
capital.
Learners will develop skills and knowledge to contribute effectively to a
diverse society in a workplace, community or education context.
Example of application in the following unit:
NSWTSUS101B - Engage with a socially diverse environment in everyday
contexts.
3.4 Recognition given to course
Not applicable.
3.5 Licensing and regulatory requirements
Not applicable.
4. COURSE STRUCTURE
4.1 Outline of course structure
To achieve the award of Certificate I in Access to Work and Training, the core
unit of competency from Group 1, at least one unit of competency from one
subgroup in Group 2 and at least 240 hours of elective units of competency must
be completed. These electives may be chosen from Groups 2, 3 and/or 6.
This course consists of six groups.
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
Group 1 contains a core unit of competency to help learners plan for their
program of study in this course and future training or employment outcomes. This
unit of competency must be achieved.
Group 2 contains 5 subgroups of units of competency clustered against groups of
Employability Skills (Communication and team skills, problem solving and self
management skills, planning organising and learning skills, technology skills,
and the AEET Developed Employability Skills - initiative, enterprise and ethical
behaviour skills, personal safety security and sustainability skills). At least
one unit of competency in one sub group must be achieved.
Group 3 contains additional elective units of competency which can be counted
towards course completion. Units of competency in this group include units for
target groups and units addressing content/specialist skills and knowledge.
Group 4 contains enrichment AEET Framework AQF 2 units of competency. Units of
competency from this group do not count towards course completion. However,
they may count towards completion in the Statement of Attainment in Access to
Work and Training.
Group 5 contains bridging units of competency - enabling level AEET Framework
units of competency. These units of competency do not count towards course
completion. However, they may count towards completion in the Statement of
Attainment in Access to Work and Training.
Group 6 contains elective vocational units of competency (AQF 1-2) that are
appropriate for integrated and/or project based delivery with one or more units
of competency from Groups 2 and 3, or for stand alone vocational study of one or
more units of competency. These are additional electives which can be counted
towards course completion.
Overall, the compulsory core unit of competency plus elective hours to a total
of at least 240 hours must be achieved for course completion.
Learner support - Students requiring support to meet their learning goals will
need to co-enrol in the Learner Support Course (9999).
Course Elective Completion :
At least 240 hours of elective module/units must be completed. These may be chosen from
groups 2, 3, 6
Group 1 CORE
All module/units must be completed
Module/Unit
Code
NSWTPLG107A
National
Module
Code
Module/Unit Name
Plan for education and employment
Nom
Hrs
20
Group 2 AEET LEVEL 1 EMPLOYABILITY SKILLS
1 subgroup must be completed
Subgroup 1 COMMUNICATION AND TEAM SKILLS
At least 1 module/unit must be completed
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Status: Approved
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Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
BSBCMM101A
NSWTCOM101B
NSWTCOM102B
NSWTCOM106B
NSWTCOM111B
NSWTCOM114B
NSWTCOM116B
NSWTLSG101B
NSWTNMY104B
NSWTNMY105B
NSWTNMY106B
NSWTNMY107B
NSWTNMY108B
NSWTNMY109B
NSWTNMY110B
NSWTNMY111B
National
Module
Code
Module/Unit Name
Apply basic communication skills
Participate in small informal group discussions
Communicate orally with others about routine matters
Use basic information literacy
Respond to signs and sources of conflict in everyday contexts
Communicate with customers about simple routine matters
Present information to a small group
Listen and respond in everyday contexts
Use data handling in highly familiar contexts
Use number skills in familiar contexts
Use measurement in familiar contexts
Use maps, shape and space in familiar contexts
Use data handling in familiar contexts
Use number skills in familiar and some unfamiliar contexts
Use measurement in familiar and some unfamiliar contexts
Use maps, shape and space in familiar and some unfamiliar
contexts
Use data handling in familiar and some unfamiliar contexts
Make informed personal financial decisions
Manage personal financial aspects of work
Use a basic calculator
Apply a limited range of mathematical problem solving
strategies
Read and identify basic information in highly familiar contexts
Apply basic critical literacy skills
Read and interpret a range of familiar texts
Identify and use literacy for vocational and community
engagement
Speak clearly in everyday contexts
Give and respond to instructions in everyday contexts
Identify basic teamwork skills
Apply basic spelling strategies
Write short texts to convey meaning in highly familiar contexts
Write for creative purposes in a familiar context
Write about a familiar topic
Write texts to convey information in everyday contexts
NSWTNMY112B
NSWTNMY113B
NSWTNMY114B
NSWTNMY115B
NSWTNMY116B
NSWTRDG103B
NSWTRDG104B
NSWTRDG105B
NSWTRDG111A
NSWTSPG101B
NSWTSPG102B
NSWTTMW102B
NSWTWTG102B
NSWTWTG104B
NSWTWTG106B
NSWTWTG107B
NSWTWTG108B
Nom
Hrs
20
20
20
20
20
20
20
20
20
40
40
20
20
40
40
20
20
40
40
18
20
40
40
40
15
20
20
20
30
40
40
40
40
Subgroup 2 PROBLEM SOLVING AND SELF MANAGEMENT SKILLS
At least 1 module/unit must be completed
Module/Unit
Code
BSBWOR202A
NSWTPBL101B
NSWTSFM101B
NSWTSFM102B
NSWTSFM103B
NSWTSFM104B
NSWTSFM105B
NSWTSFM106B
NSWTSFM107B
NSWTSFM110B
NSWTSFM111B
NSWTSFM202B
NSWTSFM203B
National
Module
Code
Module/Unit Name
Organise and complete daily work activities
Use basic problem solving strategies
Use effective personal presentation skills
Prepare and write job application documents
Prepare for an interview
Review education and training outcomes
Identify job opportunities and training pathways
Identify essential options for living in Australia
Identify common issues related to living in Australia
Access community service providers
Prepare for skills recognition
Participate in work experience
Evaluate work experience
Nom
Hrs
20
20
20
20
20
4
20
20
20
20
30
30
20
Subgroup 3 PLANNING AND ORGANISING AND LEARNING SKILLS
At least 1 module/unit must be completed
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
15
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
NSWTCOM103B
NSWTLRN101B
NSWTLRN102B
NSWTLRN103B
NSWTLRN104B
National
Module
Code
Module/Unit Name
Investigate forms of communication media
Organise personal learning environment
Formulate an initial learning plan
Identify key areas for study purposes
Identify link between current study and broader learning
environment
Apply learning strategies at work
Participate in the learning environment
Gather, organise and record information
Organise a meeting
Plan a short project
Review a short project
Carry out a short project
Set realistic personal goals
Identify work placement opportunities in industry and the
community
NSWTLRN105B
NSWTLRN107B
NSWTPLG101B
NSWTPLG102B
NSWTPLG103B
NSWTPLG104B
NSWTPLG105B
NSWTPLG106B
NSWTPLG203B
Nom
Hrs
30
20
20
10
20
20
20
20
20
20
20
20
20
20
Subgroup 4 TECHNOLOGY SKILLS AND INITIATIVE & ENTERPRISE SKILLS
At least 1 module/unit must be completed
Module/Unit
Code
BSBLED101A
ICAU1128B
ICAU1204B
NSWTINT101B
NSWTINT102B
NSWTINT103B
NSWTINT105B
NSWTINT106B
NSWTINT107B
NSWTINT202B
NSWTTCH101B
NSWTTCH102B
NSWTTCH103B
NSWTTCH104B
NSWTTCH105B
NSWTTCH106B
NSWTTCH107B
National
Module
Code
Module/Unit Name
Plan skills development
Operate a personal computer
Locate and use relevant online information
Identify features and sources of effective leadership
Identify job opportunities
Develop a basic awareness of workplace practices
Support children in early literacy and numeracy development
Plan for workplace change
Develop and implement a basic contract for learning
Work with a mentor
Develop literacy using technology
Apply skills to use emerging technology
Use everyday technology
Prepare to access the Internet
Prepare to access a personal computer
Prepare for word processing
Prepare to use email
Nom
Hrs
20
15
20
20
20
20
20
30
50
30
20
20
20
25
25
25
25
Subgroup 5 AEET FRAMEWORK DEVELOPED EMPLOYABILITY SKILLS
At least 1 module/unit must be completed
Module/Unit
Code
NSWTETH204A
NSWTPSS101B
NSWTPSS102B
NSWTPSS103B
NSWTPSS104B
NSWTPSS105B
NSWTSUS101B
NSWTSUS102A
NSWTSUS103A
NSWTSUS104A
National
Module
Code
Nom
Hrs
Identify ethical issues in the workplace
20
Read basic safety signs
20
Apply safety awareness and literacy skills for driving
20
Respond to common accidents
20
Demonstrate awareness of workplace safety issues and processes 20
Use workplace texts related to safety
30
Engage with a socially diverse environment in everyday contexts 20
Participate in a vocational learning environment
50
Plan for personal sustainability
20
Plan for active citizenship
20
Module/Unit Name
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
16
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
NSWTSUS105A
NSWTSUS106A
NSWTSUS107A
NSWTSUS108A
NSWTSUS109A
NSWTSUS110A
NSWTSUS111A
NSWTSUS115A
National
Module
Code
Module/Unit Name
Explore community networks
Plan for community engagement
Participate in a community project
Contribute to a community project plan
Identify strategies for lifelong learning
Contribute to group goal setting
Access a community learning group
Investigate environmentally sustainable practices in a range of
contexts
Investigate community issues
Prepare to mentor
NSWTSUS205A
NSWTSUS206A
Nom
Hrs
20
20
30
30
20
30
40
10
20
20
Group 3 CONTENT/SPECIALIST UNITS OF COMPETENCY
These are additional electives which can be counted towards course completion
Module/Unit
Code
NSWTABL101B
NSWTABL102B
NSWTABL103B
National
Module
Code
Module/Unit Name
Provide information on Aboriginal cultural values
Investigate local Aboriginal community issues
Present information on the impact of invasion and colonisation
of Australia
Access adaptive technology
Apply basic historical methods
Identify current issues in Australia
Identify geographical features of Australia
Identify significant people and events in Australia's history
Identify key aspects of government in Australia
Use basic signed English to participate in a limited range of
everyday exchanges
Work safely in a science learning environment
Carry out science investigations into aspects of personal health
Investigate science concepts related to familiar everyday
activities
Use science concepts to develop an action plan to minimise
waste
Follow hygienic domestic kitchen practices for personal
sustainability
Prepare healthy basic foods for personal sustainability
Plan healthy food practices for personal sustainability
Plan strategies to access work and education for women
Identify factors which impact on the lives of women
NSWTDTY103B
NSWTHMN101B
NSWTHMN102A
NSWTHMN103A
NSWTHMN104A
NSWTHMN105A
NSWTLNG213B
NSWTSCN101B
NSWTSCN102B
NSWTSCN103B
NSWTSCN104B
NSWTSUS112A
NSWTSUS113A
NSWTSUS114A
NSWTWMN101B
NSWTWMN102B
Nom
Hrs
30
36
36
30
40
20
20
20
20
48
4
40
40
40
20
90
9
36
20
Group 4 AEET LEVEL 2 UNITS OF COMPETENCY
These are enrichment modules/units and do not count towards course completion
Module/Unit
Code
BSBCMM201A
BSBCUS201A
BSBINN201A
BSBOHS201A
NSWTCOM201A
NSWTCOM202A
NSWTCOM203A
NSWTCOM206B
NSWTCOM210B
National
Module
Code
Nom
Hrs
Communicate in the workplace
20
Deliver a service to customers
30
Contribute to workplace innovation
35
Participate in OHS processes
20
Prepare & orally deliver stories for a purpose
30
Document and communicate personal and community stories
40
Demonstrate awareness of cultural protocols for communicating 25
with an Aboriginal community
Record routine written information
20
Analyse different views/attitudes/perspectives presented in the
20
Module/Unit Name
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
17
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
National
Module
Code
Module/Unit Name
media
Use strategies to transform personal conflict
Use intercultural communication skills
Use negotiation skills in routine contexts
Communicate with customers in a range of contexts
Write personal texts in literary forms
Conduct a simple investigation
Respond to literary and non-literary texts
Write a range of imaginative and critical English texts
Report on an extended investigation
Analyse a range of literary and non-literary texts
Compose creative texts
Operate in a diverse study environment
Access support services in a diverse study environment
Provide leadership in routine contexts
Identify workplace rights and responsibilities
Develop and implement plan for education and employment
Devise strategies for own learning
Interpret information for study purposes
Use research and revision skills
Listen and respond in a range of contexts
Source and organise information for a purpose
Participate effectively in an informal meeting
Investigate work and training practices in industry and the
community
Maintain personal safety and security
Read and respond to routine texts
Use self advocacy skills
Devise strategies for living in Australia
Evaluate strategies for living in Australia
Speak effectively in a range of contexts
Give and respond to instructions in a range of contexts
Deliver an informal presentation
Communicate cultural diversity through stories
Engage with a socially diverse environment in a range of diverse
contexts
Investigate the principles of ecosystems and sustainability
Investigate community action to contribute to sustainability
Read and respond to text in digital and online contexts
Communicate using emerging technologies
Write routine work related texts
Communicate information using visual techniques
NSWTCOM211B
NSWTCOM212B
NSWTCOM213B
NSWTCOM214B
NSWTEGL201B
NSWTEGL202B
NSWTEGL203B
NSWTEGL204B
NSWTEGL205B
NSWTEGL206B
NSWTEGL208B
NSWTETH201B
NSWTETH202B
NSWTINT201B
NSWTINT203B
NSWTLRN201B
NSWTLRN202B
NSWTLRN203B
NSWTLRN204B
NSWTLSG201B
NSWTPLG201B
NSWTPLG202B
NSWTPLG204B
NSWTPSS201B
NSWTRDG201B
NSWTSFM201B
NSWTSFM206B
NSWTSFM207B
NSWTSPG201B
NSWTSPG202B
NSWTSPG203B
NSWTSPG204B
NSWTSUS201B
NSWTSUS202B
NSWTSUS203B
NSWTTCH201B
NSWTTCH202B
NSWTWTG201B
NSWTWTG202B
Nom
Hrs
20
20
20
20
18
18
18
18
18
18
36
10
10
20
20
20
6
10
10
20
20
20
30
20
20
30
20
20
20
20
20
30
20
25
20
20
20
20
20
Group 5 ENABLING SKILLS UNITS OF COMPETENCY
BRIDGING UNITS
Module/Unit
Code
NSWTDTY101B
NSWTDTY102B
NSWTNMY101B
NSWTNMY102B
NSWTNMY103B
NSWTNMY117B
NSWTNMY118B
NSWTNMY119B
NSWTNMY120B
NSWTNMY121B
NSWTNMY122B
NSWTNMY123B
NSWTNMY124B
National
Module
Code
Module/Unit Name
Identify own adaptive technology needs
Plan to use adaptive technology
Use number skills in highly familiar contexts
Use measurement in highly familiar contexts
Use maps and identify shapes in highly familiar contexts
Use volume and capacity measurement in personally relevant
contexts
Use mass measurement in personally relevant contexts
Use length measurement in personally relevant contexts
Use clocks and calendars in personally relevant contexts
Use temperature measurement in personally relevant contexts
Recognise and use money in personally relevant contexts
Use basic number skills in personally relevant contexts
Use further basic number skills in personally relevant contexts
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Nom
Hrs
10
18
40
40
20
40
40
40
40
40
40
40
40
Status: Approved
18
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
NSWTRDG101B
NSWTWTG101B
NSWTWTG105B
National
Module
Code
Module/Unit Name
Apply skills to read English script
Apply skills for writing English script
Write basic information in highly familiar contexts
Nom
Hrs
40
40
40
Group 6 VOCATIONAL ELECTIVES
These are additional electives which can be counted towards course completion
Module/Unit
Code
AURC270103A
AURE100064A
AURT200108A
AURT270278A
AURV225908A
AURV229749A
AURV231649A
AURV231786AA
AURV231809BA
AURV281508A
BSBADM101A
BSBFIA303A
BSBIND201A
BSBINM202A
BSBITU101A
BSBITU102A
BSBITU201A
BSBITU202A
BSBOHS201A
BSBWOR204A
CHCAC317A
CHCAC318A
CHCCOM201C
CHCICS302A
CHCICS303A
CHCOHS312A
CHCORG303A
CPCCBL2001A
CPCCBL2002A
CPCCBL3001A
CPCCCM1005A
CPCCCM2005A
CPCCCO2002A
CPCCCO2003A
CPCCOHS1001A
CPCCOHS2001A
CPCCVE1001A
CUVCOR01A
CUVVSP04A
CUVVSP14A
CUVVSP26A
CUVVSP34A
CUVVSP44A
CUVVSP50A
FNSICGEN305B
HLTFA201A
ICAU1128B
ICAU1130B
ICAU1131B
ICAU1132B
National
Module
Code
Module/Unit Name
Apply safe working practices
Remove and tag automotive electrical system components
Carry out servicing operations
Use and maintain workplace tooling and equipment
Carry out panel repairs
Prepare spray painting materials and equipment
Prepare vehicle/component/equipment for customer use
Wash/clean vehicle body and door cavities
Clean and finish vehicle interior trim and seats
Carry out spot welding procedures
Use business equipment and resources
Process accounts payable and receivable
Work effectively in a business environment
Handle mail
Operate a personal computer
Develop keyboard skills
Produce simple word processed documents
Create and use spreadsheets
Participate in OHS processes
Use business technology
Support older people to maintain their independence
Work effectively with older people
Communicate with people accessing the services of the
organisation
Participate in the implementation of individualised plans
Support individual health and emotional well being
Follow safety procedures for direct care work
Participate effectively in the work environment
Handle and prepare bricklaying and blocklaying materials
Use bricklaying and blocklaying tools and equipment
Lay paving
Carry out measurements and calculations
Use construction tools and equipment
Use concreting tools and equipment
Carry out concreting to simple forms
Work safely in the construction industry
Apply OHS requirements, policies and procedures in the
construction industry
Undertake a basic construction project
Source concept for own work
Apply techniques to produce ceramics
Apply techniques to produce drawings
Apply techniques to produce jewellery
Apply techniques to produce paintings
Apply techniques to produce prints
Apply techniques to produce sculpture
Maintain daily financial/business records
Provide basic emergency life support
Operate a personal computer
Operate a spreadsheet application
Operate a database application
Operate a presentation package
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Nom
Hrs
12
18
12
30
32
32
24
16
20
36
15
60
20
15
20
30
40
25
20
20
22
40
20
30
40
30
22
40
40
40
36
40
40
20
6
16
40
18
36
36
36
36
36
36
20
8
15
15
20
15
Status: Approved
19
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
ICAU1133B
ICAU2005B
ICPMM263B
ICPPP224B
LMFCR0001B
LMFCR0003B
LMFSF1001B
LMFUP1001B
LMFUP2001B
LMTCL1001B
LMTCL2001B
LMTCL2003B
MEM05004C
MEM05007C
MEM05012C
MEM18001C
MEM18002B
RTC1006A
RTC1202A
RTC1302A
RTC2012A
RTC2026A
RTC2209A
RTC2301A
RTC2304A
RTC2701A
RTC2705A
RTE1005A
RTF1004A
RTF2014A
RTF2015A
RUV2101A
RUV2102A
RUV2106A
RUV2107A
SIRXCCS001A
SIRXCCS002A
SIRXCLM001A
SIRXICT001A
SIRXIND001A
SIRXMER001A
SIRXOHS001A
SIRXRSK001A
SIRXSLS001A
SITHACS005A
SITHACS006A
SITHCCC001A
SITHCCC002A
SITHCCC003A
SITHCCC004A
SITHCCC005A
SITHCCC007A
SITHCCC031A
SITHFAB010A
SITHFAB012A
SITXCOM001A
SITXCOM002A
SITXEVT003A
SITXOHS001A
SITXOHS002A
TLIA1107C
TLIA1307C
TLIA2107C
TLID107C
TLID207C
TLID307D
National
Module
Code
Module/Unit Name
Send and retrieve information using web browsers and email
Operate computer hardware
Access and use the Internet
Produce pages using a page layout application
Follow safe working policies and practices
Carry out measurements and calculations
Produce basic soft furnishing accessories
Complete a basic upholstery project
Use upholstery sector hand and power tools
Produce a simple garment
Use a sewing machine
Identify fibres and fabrics
Perform routine oxy acetylene welding
Perform manual heating and thermal cutting
Perform routine manual metal arc welding
Use hand tools
Use power tools/hand held operations
Support nursery work
Support landscape work
Assist with routine maintenance of machinery and equipment
Plant trees and shrubs
Undertake propagation activities
Install, maintain and repair fencing
Undertake operational maintenance of machinery
Operate and maintain chainsaws
Follow OHS procedures
Work effectively in the industry
Support horticultural production
Support gardening work
Prepare and maintain plant displays
Prepare turf surfaces for play
Work in the animal care industry
Follow OH&S procedures in an animal care environment
Assist with food preparation
Provide basic first aid for animals
Apply point-of-sale handling procedures
Interact with customers
Organise and maintain work areas
Operate retail technology
Work effectively in a retail environment
Merchandise products
Apply safe working practices
Minimise theft
Sell products and services
Prepare rooms for guests
Clean premises and equipment
Organise and prepare food
Present food
Receive and store kitchen supplies
Clean and maintain kitchen premises
Use basic methods of cookery
Prepare sandwiches
Operate a fast food outlet
Prepare and serve non alcoholic beverages
Prepare and serve espresso coffee
Work with colleagues and customers
Work in a socially diverse environment
Process and monitor event registrations
Follow health, safety and security procedures
Follow workplace hygiene procedures
Package goods
Receive goods
Despatch stock
Shift materials safely using manual handling methods
Shift a load using manually-operated equipment
Handle dangerous goods/hazardous substances
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Nom
Hrs
15
25
20
30
20
20
50
50
40
37
12
18
18
18
18
18
18
20
20
20
20
20
20
30
30
15
10
20
20
20
30
20
20
20
20
20
20
10
20
20
20
15
10
20
25
45
25
5
6
6
55
6
60
15
30
20
15
20
10
20
22
22
22
8
22
22
Status: Approved
20
Certificate I in Access to Work and Training
B. Course information
Module/Unit
Code
WRBFS201B
WRBFS202B
WRFO201B
WRFO203B
National
Module
Code
Module/Unit Name
Demonstrate retail skin care products
Design and apply make-up
Provide service to floristry customers
Prepare and display floristry stock
Nom
Hrs
25
40
30
30
4.2 Requirements to receive the qualification
To achieve the award of Certificate I in Access to Work and Training, the core
unit of competency from Group 1, at least one unit of competency from one
subgroup in Group 2 and overall at least 240 hours of elective units of
competency must be completed. These may be chosen from Groups 2, 3 and/or 6.
4.3 Exit points
4.4 On-job requirements
There are no formal workplace requirements for this qualification. Depending
on the delivery and assessment context and on the needs of the target group,
some units of competency selected for the qualification may have workplace
requirements.
4.5 Customisation
The flexible structure of this course enables it to be customised for delivery
in a range of contexts to meet the needs of any target group. Although the
course contains only one core unit of competency, units of competency relating
specifically to a target group and/or to an identified range of skills and
knowledge, can be packaged to achieve specific outcomes.
In general, all customisation must be consistent with the NTQC Guidelines for
the Customisation of Accredited Courses. Customisation of units will require
meeting the relevant Training Package rules for customisation.
4.6 Entry requirements
No formal entry requirements.
PLEASE NOTE
Entry requirements are the minimum qualifications, attributes, skills and /or
experience that students must have to enter a course.
Selection criteria should be applied if demand exceeds the supply of places.
4.7 Recognition of prior learning
At enrolment, learners should be advised of the availability of Recognition of
Prior learning and be given appropriate support and assistance in this process.
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
21
Certificate I in Access to Work and Training
B. Course information
Learners should be given assistance and the details of the evidence they need
to provide to meet the assessment requirements of the specific unit of
competency for which they are seeking Recognition. (Refer to individual Unit
of Competency for details.)
Prior skills and knowledge may have been obtained through:
*
formal training in Australia or overseas
*
work and/or life experience in industry and the community.
Because of the profile of some of the learners who will enrol in this course,
those wishing to seek recognition will require support and advice on the range
and type of evidence which would be required for the units they want to seek
Recognition against. Models on how to present the information and what documents
need to be verified would assist learners in this process.
5. ASSESSMENT
5.1 Assessment strategy
IMPORTANT NOTE FOR INSTITUTES
Most Unit Guides comprising this course are Level 1 units which include fully
developed training and assessment strategies. TAFE NSW Institutes should
refer to each Unit Guide when finalising training and assessment strategies
for the course as a whole.
It should be noted however, that training and assessment strategies have not
been developed for Level 2 units. Institutes intending to offer Level 2 units
must hold appropriate training and assessment strategies in order to comply
with the relevant AQTF 2007 Essential Standards for Registration.
General Assessment Information
-----------------------------The emphasis of assessment is on collection of sufficient evidence,
teacher/trainer judgment and holistic assessment against unit of competency
purpose. The focus is on the clustering and integration of areas of knowledge,
skills and attitudes, rather than on a "checklist" or atomistic approach.
Detailed information on assessment is provided in each unit of competency.
Assessment strategies must meet the:
*
expected work/community outcomes of the qualification
*
competency standards that make up the qualification
*
needs of the target group/s to which the qualification is delivered
*
appropriate assessment methods that suit the needs of the target
group/s.
Assessment must be contextualised to meet the needs of the particular context
in which performance is being assessed. Assessment should only address those
variable circumstances, listed in the Range Statement, which apply to the
chosen context.
Language, literacy and numeracy demands of assessment should not be greater than
those required on the job.
An individual's access to the assessment process should not be adversely
13/02/2016
(C)2010 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area
unless otherwise indicated in point 5 in part A
Status: Approved
22
Certificate I in Access to Work and Training
B. Course information
affected by restrictions placed on the location or context of assessment beyond
the requirements specified.
Reasonable adjustments can be made to ensure equity in assessment for people
with disabilities. Adjustments include any changes to the assessment process or
context that meet the individual needs of the person with a disability, but do
not change competency outcomes.
Such adjustments are considered 'reasonable' if they do not impose an
unjustifiable hardship on a training provider or employer. When assessing people
with disabilities, assessors are encouraged to apply good practice assessment
methods with sensitivity and flexibility.
NOTE: In the case of delivery and assessment of units of competency imported
from Training Packages, see Unit Guides for specific requirements.
5.2 Assessment Methods and Tools
-------------------------------Assessment context
-----------------Assessment may take place in the classroom, in a community setting, in the
workplace or in a simulated workplace environment. Where relevant, assessment
will be undertaken according to the requirements of the relevant Training
Package.
Units of competency within this qualification can be assessed face to face,
distance, in an on-line environment or in a blended learning and assessment
environment. Individual or clusters of units of competency can be assessed on
or off the job or in a simulated workplace environment.
Assessment may be conducted by a:
*
teacher/ trainer/assessor
*
trainer/assessor from another vocational area (for Group 6 units)
*
qualified assessor in a work or community context.
The use of an assessment panel or peer or self assessment may be used where
appropriate for specific units of competency.
Assessment methods
-----------------Assessment must be contextualised to meet the needs of the particular context
in which performance is being assessed. Assessment should only address those
variable circumstances, listed in the Range Statement, which apply to the chosen
context.
Assessment methods should closely reflect workplace demands (eg literacy) and
the needs of particular groups (eg people with disabilities, and people who
may have literacy or numeracy difficulties such as speakers of languages other
than English, remote communities and those with interrupted schooling).
Certificate I in Access to Work and Training is an entry level course and
targets learners who may have had interrupted schooling or who may be unfamiliar
with a formal learning environment. Assessment strategies adopted need to be
closely linked to the teaching learning cycle. Assessment in units of competency
within this course will generally occur throughout the course rather than all
being concentrated at the end of the course.
Assessment methods may vary according to the requirements of the units of
competency selected within the qualification. Refer to the units of competency
for details.
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B. Course information
Assessment tools
---------------Assessment tools provide a means of collecting the evidence that assessors use
in making judgments about whether candidates have achieved competency.
Assessment tools need to include:
*
instructions for assessors
*
instructions for candidates
*
evidence collection methods/tools.
There is no set format or process for the design, production or development of
assessment tools. Assessors may use prepared assessment tools, such as those
specifically developed to support the units of competency within this
qualification, or they may develop their own.
Whether assessors use prepared assessment tools or develop their own tools,
assessors need to ensure they are benchmarked, or mapped, against the current
version of the relevant unit of competency.
Evidence collection methods
--------------------------A broad range of evidence collection methods/tools are appropriate for this
course. Teachers/trainers need to make judgements about which tools are
appropriate for the learner group and context, according to the assessment
requirements of each unit of competency. Where units of competency from Training
Packages are selected, assessors also need to comply with assessment guidelines
in the specific Training Package. Refer to individual unit guides for advice.
Evidence collection methods/tools appropriate for assessing competency in this
qualification include:
*
collection of work samples/portfolio
*
strategic questioning/interviews
*
practical demonstration/observation
*
simulation/role play
*
work based learning project
*
project/assignment/case study/written tasks
*
training record book, logbook, diary or journal
*
third party reports of on-the-job performance or authenticated prior
achievements
*
audio or video recording
*
self or peer assessment.
Some units of competency have been developed specifically for the needs of a
target group. Assessment strategies must be appropriate for the target group,
the assessment context and the purpose and outcomes of the qualification.
For example:
NSWTABL101B Provide information on traditional Aboriginal Cultural values
should be assessed with consideration of Aboriginal learning styles.
NSWTDTY101B Identify own adaptive technology needs will require consultation
with the appropriate disability support person such as a Teacher/Consultant.
Assessment in specific contexts
------------------------------Assessment methods and tools must take into account learner characteristics,
learning styles and opportunities to collect evidence. For example:
*
distance delivery may require assessment strategies that reflect
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B. Course information
*
*
learners' isolation and ability to collect and provide evidence
Aboriginal learners will require assessment strategies that are
appropriate for Aboriginal learning styles and demonstrate an awareness
of Aboriginal perspectives. Some units of competency require assessors
to be Aboriginal or for assessors to work as part of an assessment team
with an appropriate Aboriginal person
delivery in a community context may benefit from integrated, project
based assessment strategies incorporating multiple units of competency.
Access and Equity
----------------Assessment methods should reflect workplace demands (eg literacy) and the needs
of particular target groups (eg people with disabilities, Aboriginal and Torres
Strait Islander people, women, people with a language background other than
English).
For further information on equity principles see:
*
the relevant Training Package assessment guidelines
*
AQTF 2007 Essential Standards for Registration - Standard 2
*
legislative policies, including the following, which require that all
government departments ensure that social and physical barriers are
removed:
* Disability Discrimination Act (1992),
http://www.hreoc.gov.au/disability_rights/standards/www_3/www_3.html
* Racial Discrimination Act (1975)
http://www.humanrights.gov.au/racial_discrimination/guide_law/
Where RTOs have specialised equity staff (for example Disabilities Teacher
Consultants, Aboriginal Coordinators, Women's Strategy Coordinators, Harassment
Officers, Multicultural Coordinators) they may be consulted for further advice.
The focus of the adjusted assessment should be on enabling the learners to
demonstrate that they have achieved the unit of competency purpose, rather than
on the method used.
Refer to Section B6 Delivery in this document for more detailed guidelines on
implementing equity principles in assessment and reasonable adjustment.
6. DELIVERY OF COURSE
6.1 Delivery modes
A range of delivery modes are possible and will vary according to the nature of
the learner group, local need and availability of resources. Institutes may
also have the opportunity to utilise Interactive Distance Learning (IDL).
NOTE: In the case of delivery and assessment of units of competency imported
from Training Packages, see Unit Guides for specific requirements.
Delivery modes may include face to face, distance, online or blended and
delivery may be on or off the job or in a simulated workplace environment. The
qualification may be gained through either full-time or part-time study.
Delivery Context
---------------This qualification can be delivered in a range of settings including:
*
classroom
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B. Course information
*
*
*
*
workshop
community facility
workplace
distance, including on-line.
As an entry level course it is important that the concept of learner centred
learning is adopted. This means that the needs of the learner should be the
starting point for negotiating the course/unit of competency focus, the delivery
and assessment strategies, the course timetable and other educational issues
related to the course and specific units of competency selected. This approach
will help reinforce learner confidence.
Appropriate teaching and learning strategies should be selected according to
learner need and delivery context. Teaching and learning strategies may
include:
*
group activities and projects
*
individual projects
*
research and reading
*
fieldwork, site visits, excursions
*
scenarios/case studies
*
guest lecturers/student or group presentations
*
demonstrations/simulation
*
workshop activities
*
personal writing (journals, diaries, log books, blogs, web journals)
*
oral and written exercises
*
storytelling
*
reflection and self assessment.
Some units of competency are designed to meet aspects of skills and knowledge
for particular target groups and are only appropriate to be included in delivery
context for the target group concerned. For example:
*
NSWTABL101A - Provide information on traditional Aboriginal cultural
values
*
NSWTABL102A - Investigate local Aboriginal community issues
*
NSWTDTY101A - Identify own adaptive technology needs
*
NSWTDTY102A - Plan to use adaptive technology
*
NSWTDTY103A - Access adaptive technology
*
NSWTWMN101B - Plan strategies to access work and education for women.
Delivery strategies in some Aboriginal units of competency involve the sharing
of learners' own experience and knowledge as well as giving learners the
opportunity to hear from a range of Aboriginal guest speakers including
Aboriginal Elders and leaders. An organisation or individual planning to train
or assess Aboriginal units of competency would be expected to work closely with
the local Aboriginal community. In particular, it is vital to ensure respectful
integration of any local cultural knowledge or protocols that will inform the
implementation of the units of competency. The units of competency also
recognise that there is no single Aboriginal culture.
Some learners undertaking this course could be considered educationally
disadvantaged in that they have not gained the required Employability Skills to
participate in work or further training. The range of individual learner needs
in course groups may vary considerable. Some of the individual issues that
learners may be dealing with which may require teachers to modify delivery
strategies include:
*
lack of experience in an Australian, adult learning environment
*
high demands on learners' time due to work and family commitments
*
homelessness
*
lack of ability to concentrate due to medication, stress, tiredness
*
issues related to relocation and trauma (as in the case of refugees and
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B. Course information
*
*
newly arrived learners)
varied learning styles which require specific attention to teaching
styles
specific disabilities.
Delivery of Training Package units of competency
-----------------------------------------------Vocational units of competency are listed in Group 6 according to the
Curriculum Centres sponsoring the units of competency and/or in skills cluster
subgroups. RTOs need to liaise with relevant vocational sections for advice on:
*
appropriate clustering of vocational units of competency
*
delivery sequence
*
assessment requirements
*
resource requirements
*
teacher/assessor qualifications to meet the Training Package
requirements.
Some units of competency may have pre-requisites or co-requisites and details
are provided in the units of competency.
Integrated delivery
------------------Integrated delivery of units of competency can lead to educational advantages,
as well as efficiencies in delivery and assessment. It is desirable to group
employability and/or technical units of competency for integrated delivery and
assessment to reflect authentic skills clusters in a workplace, education or
community context. Teachers/trainers are free to design a delivery and
assessment program for this course to meet local needs and resources, providing
course completion requirements are met.
Appropriate packaging of units of competency for integrated delivery will
depend on the:
*
needs and abilities of the target group
*
context in which the units of competency are being delivered and
assessed
*
assessment requirements of the units of competency concerned.
For detailed advice on appropriate integration of units of competency for
assessment refer to:
*
unit guides for the units of competency in the qualification
*
course implementation advice, available from Social Inclusion and
Vocational Access Skills Unit.
Delivery for specific target groups
----------------------------------The following information provides a series of suggestions about how units of
competency could be selected and clustered to suit the needs of specific
learner groups. Further models of customising the course for learner groups is
provided in course implementation advice, available from Social Inclusion and
Vocational Access Skills Unit.
Delivery patterns should be designed to assist and enable learners to maximise
opportunities to gain recognition for work and life experience through RPL.
Courses for Women
----------------(Focus on career education and access to employment.)
Course may include:
*
Planning unit of competency: Plan for education and employment
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B. Course information
*
*
*
*
*
Skills self assessment: eg Identify job opportunities and training
pathways
Specific units of competency for women: eg Identify factors which impact
on the lives of women
Presentation skills: eg Use effective personal presentation skills
Technology skills: eg Operate a PC
Relevant vocational unit/s of competency.
Course for Aboriginal People
---------------------------(Focus on foundation skills to support learners moving into a range of
vocational directions and provide preparation for apprenticeships and
traineeships.)
Course may include:
*
Educational planning unit of competency: Plan for education and
employment and Plan skills development
*
Aboriginal specific units of competency such as: Provide information
on Traditional Aboriginal Cultural values or Investigate local
Aboriginal community issues
*
Foundation skills units of competency such as: Read and interpret a
range of familiar texts or Apply a limited range of mathematical
problem solving strategies
*
Vocational units of competency such as the Horticulture cluster.
Mature Age People 45 years plus
------------------------------(Focus on skills for long term unemployed or those returning to the workforce.)
Course may include:
*
Educational planning unit of competency: Plan for education and
employment and Plan skills development
*
Job seeking such as: Identify job opportunities and training pathways
*
Technology such as: Develop literacy using technology
*
Communication such as: Apply basic communication skills
*
Initiative such as: Work with a mentor.
People with a Disability
-----------------------(Focus on skills for people with disability to access training and work
opportunities.)
Course may include:
*
Educational planning unit of competency: Plan for education and
employment
*
Goal setting: Set realistic personal goals
*
Learning support: Formulate an initial learning plan or Identify
learning support needs
*
Adaptive technology: Identify adaptive technology needs
*
Skills self assessment: Identify job opportunities and training pathways
*
Presentation skills: Use effective personal presentation skills.
Learners participating in a Workplace English Language and Literacy (WELL
------------------------------------------------------------------------program)
-------(Focus on workplace literacy skills development and communication skills.)
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B. Course information
Course may include:
*
Educational planning
employment
*
Literacy development
everyday contexts
*
Communication skills
*
OH&S such as: Follow
unit of competency: Plan for education and
such as: Write texts to convey information in
such as: Communicate in the workplace
Workplace Safety procedures.
Where vocational units of competency are delivered, or where the qualification
is delivered in a workplace, a relevant Occupational Health and Safety unit of
competency should be included in the delivery pathway.
Where there is no appropriate industry specific OHS unit of competency, delivery
should include the unit of competency NSWTPSS201B Maintain personal safety and
security. This unit is appropriate for delivery in qualifications across AQF I
-3.
Access and Equity
----------------Equity principles must be incorporated in the development and implementation of
all qualifications. These principles recognise the need for participation of
people from all backgrounds (including Aboriginal and Torres Strait Islander
people, people with disabilities, women, people from a language background other
than English, youth and people from low socio-economic backgrounds).
Legislative policies which underpin RTO obligations on equity include:
* Disability Discrimination Act (1992),
http://www.hreoc.gov.au/disability_rights/standards/www_3/www_3.html
* Racial Discrimination Act (1975)
http://www.humanrights.gov.au/racial_discrimination/guide_law/
* Sex Discrimination Act (1984)
http://www.hreoc.gov.au/sex_discrimination/
The delivery of this course should be adjusted to incorporate equity principles,
including the principle of reasonable adjustment.
Equity principles and the principle of reasonable adjustment are generally
achieved through a combination of good teaching practice and, where necessary,
additional arrangements.
Applying equity principles and reasonable adjustment principles in teaching
practise may involve:
*
presenting lesson material in a variety of formats
*
catering for different learning styles
*
sequencing material in an order that is comprehensible to the learner
group
*
providing information in plain English
*
using audio visual aids to support delivery
*
adjusting content for target group by breaking information and
activities into smaller steps
*
assisting the learner(s) with reading by providing handouts using short
sentences, pictures and plain English
*
providing learners with extra practice/time to acquire skills or read
and write answers
*
providing extra demonstrations and explanations of skills and tasks
*
using a variety of communication modes to suit the group
*
customising learning materials to the target group(e.g. using pictures
or graphic representation of the lesson content)
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B. Course information
*
*
*
*
*
ensuring learners fully understand their assessment tasks
varying the assessment tasks to match the communication mode of the
learner
seeking advice and support from the relevant specialist staff,
including Aboriginal Coordinators, Multicultural Coordinators,
Disabilities Teacher Consultants
providing additional teaching strategies such as learner support
professional development for teachers in addressing the learning needs
of all learners.
Reasonable adjustment means a measure or action taken to provide substantive
equality for a learner with a disability, including an aid, a facility, or a
service that the learner requires.
Additional arrangements as required by the learner may involve:
*
substitution of the medium of assessment/delivery (such as substituting
an oral learning or assessment task for a written one for learners with
an intellectual disability or a specific learning disability affecting
their reading).
*
technical aids and the use of adaptive technology (such as screenreading software for learners with a vision impairment).
*
the use of large fonts in handouts and screen presentations
*
the use of an interpreter (for deaf learners who use Auslan or Signed
English)
*
organising a more accessible room, set up or location
*
providing extra time in learning and assessment activities.
Where RTOs have specialist equity staff (for example Disabilities Teacher
Consultants, Aboriginal Coordinators, Women's Strategy Coordinators, Harassment
Officers, Multicultural Coordinators) they may be consulted for further advice.
Occupational Health and Safety
-----------------------------TAFE NSW is committed to providing and maintaining a safe working environment
for all its employees, learners and visitors.
The NSW OHS Act 2000 and the NSW OHS Regulation 2001 require that any person
delivering this course should take reasonable steps to develop and maintain a
proactive risk management culture for a workplace environment and be aware of
their obligations for the control of risks in the classroom, workshop
or workplace.
Teachers should incorporate in their delivery methods, an awareness of safety
and security issues in the classroom, workshop or workplace. This should provide
some of the essential underpinning knowledge required by learners to develop
competencies in this course. Care should be taken to refer to suitable workplace
texts for integration into delivery and assessment strategies.
Strategies to identify, eliminate, control and monitor risks may include:
*
follow OHS guidelines issued by DET, Institute, college, campus and/or
teaching section.
*
participate in hazard identification, risk assessment and control.
*
inform management through their supervisor of any risks to health and
safety including the effectiveness of risk control systems.
*
participate in the development of Safe Work Method statements for all
hazardous activities.
*
ensure that Material Safety data sheets are readily available.
*
ensure that equipment operating instructions are readily available.
*
cooperate with their supervisor to meet any requirement under the Act
or regulation.
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B. Course information
Resources for full or part time teachers
---------------------------------------Before generating new resources check with your supervisor, to obtain any
existing resources.
For more information and details of the OHS Act, OHS Regulation, Codes of
Practice, Safety Guidelines and Safety Alerts refer to the Work Cover website
on- http://www.workcover.nsw.gov.au or your college library.
For specific OHS statement and advice, refer to the unit of competency OHS
statement in the syllabus.
6.2 Resources
AQTF 2007, Standard 1 requires the RTO to provide quality training and
assessment across all of its operations.
http://www.training.com.au/portal/site/public/
In particular:
Element 1.3 requires that staff are consistent with the requirements of the
Training Package or accredited course and the RTO's own training and assessment
strategies (page 13, Users' Guide to the Essential Standards for Registration);
Element 1.4 requires that training and assessment are conducted by trainers and
assessors who:
a) have the necessary training and assessment competencies as determined by the
National Quality Council or its successors
and
b) have the relevant vocational competencies at least to the level being
delivered or assessed. (Appendix 2, page 61, Users' Guide to the Essential
Standards for Registration).
6.2.1 ESSENTIAL TEACHER QUALIFICATIONS
--------------------------------------To deliver and conduct assessment in the units of competency in this course
teachers/trainers must satisfy Australian Quality Training Framework (AQTF)
standards for Registered Training Organisations (RTOs) 2007 and TAFE NSW
requirements.
Teachers/trainers must have a combination of:
*
*
*
vocational qualifications
industry or related experience
educational qualifications.
VOCATIONAL QUALIFICATIONS
------------------------Teachers/trainers/assessors must be able to demonstrate current vocational
competence. Usually this requires completion of a relevant degree, diploma or
other vocational qualification. The vocational competencies must be at least at
the level of the competencies being delivered and/or assessed.
Note - A person with a qualification in a vocational area that is different from
the course in which the unit of competency is delivered may meet the
requirements to deliver the unit of competency.
As a guide, appropriate vocational qualifications for this course include the
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B. Course information
following:
* Degree with at least two years study relevant to the units of competency
and industry, community or education context in which the qualification
is being delivered and assessed
OR
* Any degree and postgraduate study relevant to the units of competency and
industry, community or education context in which the qualification is
being delivered and assessed
OR
equivalent qualification that will provide a teacher/trainer with the skills and
knowledge (or units of competency) to deliver and conduct assessment in the
relevant units of competency for the target group.
In the case of national units of competency, teachers/assessors also need to
meet the requirements of the relevant current Training Package. Refer to the
Essential Teacher Qualification in Part 5.2 of the Unit Guides.
RELEVANT EXPERIENCE
------------------Teachers/trainers must be able to demonstrate:
*
*
*
*
a broad perspective and depth of understanding of the vocational area or
community context in which the qualification is delivered, based on
current and relevant experience in the industry or community. Usually
this will be a minimum of three years experience gained no longer than
five years previously. It may have been gained through employment,
professional development, industry or community liaison, return to
industry programs, community service or a combination of these and other
relevant methods.
high level interpersonal and communication skills as appropriate to the
learner group
awareness of the rights and needs of people from all backgrounds
understanding of and commitment to improving opportunities for people to
access work, education and training.
In the case of delivery to Aboriginal people:
*
*
delivery of some units of competency require Aboriginality
teachers/trainers need to have awareness and understanding that
sensitivities can relate to the diversity of the individual learner's
needs and cultural background.
TAFE NSW Requirements
--------------------Teachers, trainers and assessors who are involved in on-line delivery and
assessment should be competent on-line facilitators.
Teachers, trainers and assessors should have current knowledge and awareness of
access and equity issues relevant to learners' needs arising from a variety of
factors including socio-economic status, disability status, ethnic background,
race, family differences, sexual preferences and gender specific differences.
The qualifications and experience required by teachers/trainers to deliver and
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B. Course information
conduct assessments in this course may vary between units of competency. Refer
to the individual unit guide documents for details specified for each unit of
competency. The requirements comprise vocational qualifications, educational
qualifications, and relevant experience.
For specific qualifications and other requirements for appointment of
full-time and part-time teaching staff, consult your Staff Services Unit for
the relevant Teacher Designation requirements.
NOTE: In the case of delivery and assessment of units of competency imported
from Training Packages, see Unit Guides for specific requirements.
6.2.2 Specialised Facilities and Equipment
-----------------------------------------Requirements vary depending on the core and elective units of competency chosen
to meet the needs of the learner group and industry, community or education
context. Work experience and partnering opportunities may require access to
specialist equipment if delivery locations choose to offer units of competency
requiring this.
Facilities and equipment include:
--------------------------------*
*
*
*
*
*
*
*
*
*
*
*
standard teaching rooms
computer rooms
workshop
laboratory
access to the Internet
photocopier
data projector
access to laptop computers
standard range of software applications
video
digital camera
audio/sound recording equipment and tapes.
Consumables include:
*
*
*
*
*
disks
CD ROMS
OHTs
paper
access to printing and laminating.
6.2.3 Texts and Resources
------------------------A comprehensive range of Teaching and Learning resources are detailed in Unit
Guides - Section 5.1 Teaching and Learning Resources.
Resources for Literacy
---------------------Successful outcomes for youth at risk - A Resource Kit ANTA, 2001, available
or download from http://www.lg.tafensw.edu.au/1650/default.htm
Barnard B, Kerr J, Wilson L, Writing Skills, AMES
Bossard P, Holloway J, Mackey J To Write
Too Right! Canberra Institute of
Technology, 1997 = ideas for writing and some brief useful information about
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B. Course information
punctuation, grammar and spelling. Takes a genre approach to writing. A good
self help book for the post-beginner student
Christie J, The Literacy Workbook for Beginners, AMES, 2005
First Click for Adult Literacy Students, Read Write Now, WA Dept of
Education and Training, 2000
Useful web sites:
----------------http://esd.tafensw.edu.au This is the Access Division website which holds a
range of useful resources for teacher and students.www.viatouch.com =
follow the links to teacher articles with texts for use by students and
resources for teachers
www.bbc.co.uk/ = follow links to learning English and teacher resources for
worksheets and sites for second language learners
www.abc.net.au/ = follow links to resources for teachers, health, education and
science
www.jcu.edu.au/studying/services/studyskills/effreading = James Cook University
Effective Reading
www.une.edu.au/tlc/aso/reading.htm University of New England strategies for
reading - reading effectively, reading critically reading efficiently, note
taking etc
http://www.nceltr.mq.edu.au/publications/home.htm ENCELTA Publications from
Macquarie University for purchase of books
http://www.microsoft.com/Education/LessonPlans.aspx = Microsoft educational
stuff
www.lonelyplanet.com.au = Info about countries, message board, travel tips
www.rta.nsw.gov.au = download RTA practice test
www.131500.com.au = NSW bus, train and ferry timetables
www.daisymaths.com.au = great for concrete maths activities
www.thinks.com links to games, strategy and educational sites
http://puzzlemaker.school.discovery.com = to create crosswords, word search
games etc
http://gutenberg.net = free online collection of all books which are out of
copyright
www.convictcreations.com = interesting Australian history website
www.wikipedia.org/ = sometimes useful free online encyclopedia created by
ordinary people
www.sensis.com.au = useful for Australian searching
www.imbd.com = the Internet Movie Database (when you want to know the name of an
actor or director of a film)
http://www.literacy.uconn.edu/topics.htm Literacy topics, a large website,
research, teaching adults and children
http://www.abs.gov.au/websitedbs/D3310114.nsf/home/home = Australian Bureau of
Statistics
http://www.acal.edu.au = Australian Council for Educational Research
http://www.aris.com.au/search.html#acfech = search ARIS database where you can
borrow teaching materials from a range of areas
http://www.detya.gov.au/literacynet/numcomp/index.htm = DEST Literacy and
Numeracy resources
http://www.lmpc.edu.au/c_linkList.php?KLA=Primary&SRC=In-house%20limited%20
access%20material
English and Maths resources for schools
Available on TAFE NSW Intranet only.
http://www.aris.com.au/search.html#acfech = ARIS Database
ARIS Database where
you can borrow teaching materials from a range of areas.
http://www.australia2030.gov.au/educationkit_pg/edukit.html= Australian Federal
Government, Investigating Immigration Issues
http://www.australia2030.gov.au/citizen/01.html = Australian Federal Government,
Rights, Privileges and Responsibilities of Citizenship,
http://www.teachers.ash.org.au/edsites/myths_legends.html = Myths & legends
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Certificate I in Access to Work and Training
B. Course information
activities
http://www.ausfave.com = Skills Website Adult, literacy skills website setup by
Janina Grzazek, Teacher in ABE, Liverpool TAFE. Contains a growing number of
links to fun and practical activities for adult learners
http://online.illawarra.tafensw.edu.au/abe Literacy Webquests developed in by
ABE in Illawarra for TAFE NSW only
http://www.boardofstudies.nsw.edu.au/ = Board of Studies for NSW
www.read-write-now.org/write_on!.htm = Training books available such as
Read Write Now resource from Western Australia
Dictionaries:
------------www.dictionary.com
www.thesaurus.com
www.classroom.com
www.nicenet.org
www.howstuffworks.com information about how all types of things work and why
www.allwords.com = an easy to use dictionary and translator
www.onelook.com = a world wide dictionary search
www.rhymezone.com = a rhyming dictionary for all your poetry needs
http://thesaurus.plumbdesign.com/index.jsp = Thesaurus website
Jobs
---www.mycareer.com.au
www.employment.com.au
www.seek.com.au
www.employment.byron.com.au
www.detya.gov.au/vet/jpp/jpp.htm
Online newspapers
----------------www.smh.com.au = Sydney Morning Herald newspaper
www.theaustralian.news.com.au = The Australian newspaper
www.dailytelegraph.news.com.au = The Daily Telegraph
LEARNING
-------Boomer, Lester, Onore and Cook. Negotiating the Curriculum: Educating for the
21st Century. The Falmer Press, 1992.
http://www.canberra.edu.au/studyskills/learning = Canberra University Reading
and Remembering, learning independently
www.jcu.edu.au/studying/services/studyskills/effreading = James Cook University
Effective Reading
www.une.edu.au/tlc/aso/reading.htm University of New England strategies for
reading - reading effectively, reading critically reading efficiently, note
taking etc
http://www.nceltr.mq.edu.au/publications/home.htm ENCELTA Publications from
Macquarie University for purchase of books
http://www.resourcegenerator.gov.au/Default.asp = a resource generator, support
resource for the National Framework from ANTA a site for Toolboxes
http://toolboxes.flexiblelearning.net.au/preview/byseries.htm = flexible
learning toolboxes, supporting e-learning opportunities
VOCATIONAL
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Certificate I in Access to Work and Training
B. Course information
Strategies for Success: Developing English Language Literacy and Numeracy in
Vocational Courses, Foundation Studies Training Division, WSI TAFE, 1996 - no
longer in print but available in most TAFE NSW Adult Basic Education sections
CD ROMs
------Deadly Bay: Open for Work, TAFE NSW Access Division, 2001. = Literacy/Numeracy
resource materials for Aboriginal and TSI young people, in context of 6
training areas: business, horticulture, recreation, seafood, hospitality
and tourism
Henry Sprays it Safe, TAFE NSW Access Division, 2005
Overdrive, TAFE NSW Access Division, 2005 a resource for Aboriginal and TSI
people who are working or are interested in working in the automotive and
repair industry
Internet sites
-------------www.csu.edu/division/studentserv/learning = How do I Study Effectively, Reading
www.une.edu.au/tlc/aso/reading.htm University of New England strategies for
reading - reading effectively, reading critically reading efficiently, note
taking etc
INFORMATION TECHNOLOGY
---------------------Hazell P, Untangling the Web, AMES NSW, 2005
Hajncl, L. and Livingstone, J., Getting Started in Word, AMES, Melbourne, 2001
American/English sites
---------------------http://www.museumofhoaxes.com = Museum of Hoaxes, Hoaxes, jokes & urban legends
etc
http://www.wgbh.org/radio/saysyou/S = Says You, Funny, silly words games
http://www.sitesforteachers.com/S = A huge number of weblinks to teaching
materials
http://thinks.com/words/oxymorons.htm = Thinks.com, Oxymorons
http://thinks.com/words/less-ludicrous-limericks.htm = Thinks.com, Limericks
http://www.coolquiz.com/trivia/ = Cool Quiz, Quizzes and trivia
http://www.schoolhousetech.com/products/download.htm = schoolhouse technology,
free and demo software for developing worksheets
http://homepages.ed.ac.uk/calarks/arks/materials.html = Arks self paced learning
materials with some excellent resources for beginner IT, Numeracy and other
basic skills
http://www.kidprintables.com/index.shtml = Kid Printables, print out note paper,
word games, stickers etc
http://www.corel.com/servlet/Satellite?pagename=Corel3/Products/Display&pid=
1047023911984 = Corel draw, Paint shop Pro free demo download
http://thesaurus.plumbdesign.com/index.jsp = Thesaurus website
http://tech-head.com/dstory.htm = Tech Head Digital Stories for Digital
storytelling on the Internet
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm =
Critical Issue: Using Technology to Enhance Literacy Instruction, discusses
the future of e-literacy and the use of computers in the classroom and the
development of new literacies related to the use of computers
Refer to individual Unit Guides for resources specific to the unit of
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Certificate I in Access to Work and Training
B. Course information
competency.
7. ARTICULATION AND CREDIT TRANSFER
7.1 Articulation and credit transfer
When you complete this course you will have advanced standing in a range of:
- Access and General Education courses, depending on the electives successfully
achieved including:
*
Statement of Attainment in Vocational and General Education (6513)
*
Certificate I in Preparation for Work and Study (6516)
*
Certificate II in Skills for Work and Training (9072)
*
Certificate II in Vocational and General Education (6512)
- Certificate I and II training package qualifications, depending on the
electives successfully achieved.
This course will also provide the underpinning knowledge and skills for entry
into qualifications in a range of industry areas, depending on electives
selected.
Where national units of competency are achieved, the learner is entitled to full
recognition of these units of competency in any qualification in which they are
included.
7.2 Training, education and career pathways
When you complete this qualification you will have access to enhanced employment
opportunities and career choices as well as skills and knowledge to access
further education in a range of vocational qualifications.
8. ONGOING MONITORING AND EVALUATION
Curriculum maintenance involves the review, monitoring and evaluation of a
course, to evaluate its effectiveness and to advise on the continuing needs and
requirements of industry and the community with specific consideration of
changing technology.
Social Inclusion and Vocational Access Skills Unit will monitor and evaluate the
course during its period of accreditation or registration. It will collect
information from a range of providers/stakeholders including teachers,
learners, graduates, employers industry and community representatives, relevant
ITABs/Skills Councils, on:
*
general relevance of the program to the intended vocational outcomes
*
specific strengths of the course
*
sections of the course that need to be reviewed or strengthened
*
suggestions for improvement
*
appropriateness of entry requirements and selection criteria
*
appropriateness of assessment strategies
*
need to address current industry developments and new technologies
*
monitoring changes to training packages where relevant
*
monitoring lists of resources to ensure that the lists are up to date,
relevant and useful
*
monitoring additions and restrictions on additions of vocational units
of competency.
This information will be used to evaluate the effectiveness, efficiency and
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Certificate I in Access to Work and Training
B. Course information
appropriateness of the course and its delivery.
Social Inclusion and Vocational Access Skills Unit will continue to liaise with
industry and community peak bodies as well as RTOs as part of the ongoing
development and revision of the this qualification within the AEET Framework.
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Certificate I in Access to Work and Training
C. TAFE NSW implementation requirements
1. TAFE NSW course(s) replaced by this course
Course qualification and name:
Course number:
Duration:
Approval Date:
Expiry Date:
Statement of Attainment in Work Opportunities for Women (WOW)
4195
200 hours
25-May-2000
31-Dec-2006
Course qualification and name:
Course number:
Duration:
Approval Date:
Expiry Date:
Statement of Attainment in Employment Skills
9422
200 hours
21-Dec-2001
31-Dec-2006
Course qualification and name:
Course number:
Duration:
Approval Date:
Expiry Date:
Certificate I in Work Skills
9870
450 hours
21-Dec-2001
31-Dec-2007
Stranded course qualification and name: Career Access
Stranded course number:
11205
Duration:
360 hours
Approval Date:
31-Oct-2000
Expiry Date:
31-Oct-2006
2. Handbook description
This course is for people who want to develop their skills to:
- access work and training
- communicate and work well with others
- retrain or gain vocational competencies
- prepare for further education or training.
You may do this by:
- attending classes or workshops
- learning by distance or on-line
- taking part in workplace or community based activities.
People seeking to enrol in the unit of competency, HLTFA201A, Provide basic
emergency life support are advised that to successfully complete the unit they
must be able to perform basic life support skills, for example control bleeding
and perform cardiopulmonary resuscitation.
People who have a disability that would prevent them from performing basic life
support skills are advised that they will not be able to achieve the unit of
competency.
CAREER OPPORTUNITY:
This qualification will help you to develop the skills and knowledge you need to
access work and training opportunities.
ARTICULATION:
When you complete this course you will have advanced standing in a range of
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Certificate I in Access to Work and Training
C. TAFE NSW implementation requirements
Access and General Education courses, depending on the electives you
successfully complete, including:
- Statement of Attainment in General and Vocation Education (6513)
- 91346NSW Certificate I in Preparation for Work and Study (6516)
- 91345NSW Certificate II in General and Vocational Education (6512)
- 91347NSW Certificate II in Skills for Employment and Training (9072).
This course will also give you the underpinning skills and knowledge for entry
into a range of Certificate I and II Training Package qualifications depending
on the electives you successfully complete.
ENTRY REQUIREMENTS
No formal entry requirements.
3. Student selection
Not applicable.
PLEASE NOTE
Selection criteria are considerations which are applied where demand for a
course exceeds available places. All students must meet entry requirements to
be eligible for entry in a course BEFORE selection criteria are applied (see
Section B, Course information, 4.6 Entry requirements).
Selection methods are the tools used to evaluate students against the selection
criteria.
4. Procedures for student selection
Not applicable.
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Certificate I in Access to Work and Training
C. TAFE NSW implementation requirements
5. Course grading
This qualification is ungraded
6. NSW recognition of prior learning
Refer to Part B: Section 4.7 Recognition of prior learning.
TAFE Advanced Standing Arrangements and/or Standard Exemptions which have been
created in respect of units/ modules in this course are shown in Part B of the
syllabus of each unit/ module. The unit/ module syllabus also provides
information about appropriate evidence for assessing recognition applications.
7. Employer report
Not applicable
8. Minimum essential course resources
For details of teaching and learning resources and major texts and references
refer to each unit/module.
8.1. Physical resources comments
Refer to Part B 6.2.2
8.2. Human resources comments
The teacher qualifications stated in Part B: 6.2.1 Human Resources are a guide
to the minimum qualifications required by all teachers to deliver and conduct
assessments in this course.
For qualifications required to deliver and conduct assessments in individual
unit/ modules in this course, consult individual unit/ module syllabuses.
For specific qualifications and other requirements for appointment of full-time
teaching staff, consult the relevant Teacher Designation requirements on
LATTICE, through your Staff Services Unit.
Social Inclusion and Vocational Access Unit in collaboration with the
TAFE NSW Institutes will contribute to professional development to support the
implementation of the new qualification.
9. Additional information
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