<insert national code and title>
National Training Product
Training package code
and title:
National qualification /course
code and title:
Australian Qualifications
Framework requirements
Compliance with AQF title
AQF outcome level and
volume of learning (tick)
This qualification has been endorsed by the National Skills Standards Council using the title for this
qualification in the Australian Qualifications Framework
L1
0.5 – 1.0 year
L2
0.5 – 1.0 year
L3
1-2 years
(Certificate I)
(Certificate II)
(Certificate III)
L4
0.5-2 years
L5
1-2 years
L6
1.5-2 years
(Certificate IV)
(Diploma)
(Adv Dip)
RMIT program code:
School and program team details
School and
Dean/Head of School
Contact phone:
Email:
Program Manager
Contact phone:
Email:
Version Control
Date of this strategy
Strategy version number
dd/mm/yyyy
Version number for this strategy – new (V1.0) or update (increment as appropriate)
Date of next strategy review
Filename:
dd/mm/yyyy
Date:
1
Section 1: Program Overview
Key requirements
1.1 Program
Outcomes
Details
To be completed by the program team
Describe the outcomes for learners, including
 potential occupations
 further study pathways
 preparation for further study (e.g.,
development of study skills, ESL, language
and literacy skill development).
 Any additional certificates/licenses that
students will receive (e.g. Certificate in First
Aid, WHS)
Also include outcomes relevant to specific
clients. Where there are pathways
agreements in place, include relevant details.
1.2 Entry
Requirements
Identify any requirements for learners to
commence the program, such as
qualifications that must be held or periods of
industry experience or requirements for work
placements.
1.3 Program
Structure
Identify core and elective components in
accordance with the structure defined in the
training package or course.
Cluster Name/Unit Code
and Title
Core/Elective
Pre-Requisites /
Co-Requisites
Timeline
 if a
nominated
WiL course

Identify any clustering.
Identify any pre-requisite and co-requisite
units, and the sequencing of delivery and
assessment.
Describe who the industry is for this program
and how you effectively engaged with
industry to inform the initial program
structure and choice of electives.
Filename:
Date:
2
Key requirements
1.4 Language of
Delivery
Details
Are any of the courses in the program taught#
in a language other than English?
To be completed by the program team
YES
#= ‘Taught’ means that the language of
instruction and assessment used in the course
is not English
NOTE: Courses and programs to teach a LOTE
are exempt from this requirement

NO
If YES please complete the details below
(a) What percentage of the program is taught and assessed in the
language other than English?
(b) Complete the table below to show the courses taught in a language other than English and the
language of instruction.
COURSE NAME AND NATIONAL CODE
1.5 Learners
LANGUAGE OF INSTRUCTION
Describe the key characteristics of the
learners (e.g., are they full-time/part-time;
existing workers/school leavers; new to
tertiary study, limited/extensive experience in
this field, remotely located, international, a
wide variety of abilities, etc.
International Students
Describe arrangements for international
students in this program including whether a
CRICOS code will be required.
Programs that include international student
cohorts must be designed around a course
duration of a minimum of 20 supervised
scheduled course contact hours per week.
This includes ALL forms of supervised
structured teaching and learning that are part
of the approved program design [see Program
Approvals Guidelines and Advice].
Filename:
Date:
3
Key requirements
Details
To be completed by the program team
Online delivery to overseas students:
 the maximum amount of the program
which can be delivered online is 25%, and
the maximum amount of online course
enrolment load in any compulsory
semester is 75%.
Trainees/Apprentices
See Attachment 1
The training and assessment strategy for all
traineeship and apprenticeship programs
must include a sample training plan.
This should be included as part of this TAS (i.e.
saved as part of this document) under the
Sample Training Plan heading.
1.6 Mode of
Delivery
Identify how the training and assessment is to
be delivered—face-to-face, online, through
workplace training or a mixture of different
modes.
How does the mode of delivery chosen suit
the learner cohort? How do you know? What
other factors informed the choice of delivery
mode(s)?
1.7 Third Party
arrangements
Standard 2.3 requires that ‘The RTO ensures
that where services are provided on its behalf
by a third party the provision of those services
is the subject of a written agreement.’
Please detail any third party arrangements
and confirm that an appropriate written
agreement is in place.
Filename:
Date:
4
Key requirements
1.8 Duration and
Scheduling
Details
To be completed by the program team
State the program duration and describe how
the program duration and scheduling has
been chosen to suit the learner cohort and
how it will enable all learners (including
those with little or no experience/study skills)
to develop the required skills and knowledge
prior to being assessed. (e.g. justify the
Volume of Learning allowed for this program
if it varies from AQF requirements)
Describe the breakdown of the program
unique supervised hours (PUSH) for the
program. Do not include self-paced
study/resources on line.
Cluster Name/National unit code and title
(add/delete rows as required)
See Table Below
Supervised Learning
Structured F2F
Class
Workshop
Workplace visit
Online
Interaction ie,
Collaborate/S
kype
Structured online
activities
Structured Industry
Engagement Activities
including Work Placement
Work on Assessments
TOTAL PUSH HOURS FOR THE PROGRAM
TOTAL NOMINAL HOURS FOR THE
PROGRAM
TOTAL FUNDED HOURS FOR THE
PROGRAM
Filename:
Date:
5
Key requirements
1.9 Monitoring
Student Progress
Details
To be completed by the program team
All Programs that are offered to students receiving a state government subsidised place must ensure that program delivery strategy makes provision for the
collection of one piece of evidence of participation (EOP) for each month of delivery for each unit of competency or cluster of units (that is, one piece of
evidence per month per unit/unit cluster). In the space below record the mechanisms for capturing EOP. This may include SATS Rolls, and should also include
mechanisms for collection of EOP for non-campus and work-based delivery; and for flexible delivery where attendance patterns are variable.
DELIVERY STRATEGY
EOP COLLECTION MECHANISMS
Add rows as necessary
Section 2: Educational and Support Services
Key requirements Details
2.1 Information
for learners
What information will be provided to learners
to enable them to make informed decisions
about their training prior to enrolment
including:
 Details of the qualification including
structure, delivery, work placements (if
applicable)
 RPL/Credit Transfer
 Learner rights
 Fees
 Third party arrangements (if applicable)
2.2 Pre-Training
Review
Describe the process followed including
details about RPL and conduct of LLN
Assessment
2.3 Learner
support
Program teams should build on the generic
information provided here and provide
details of program- specific supports. Do not
cut and paste from policy statements and
general web pages.
Filename:
To be completed by the program team
Information for prospective students is available on the RMIT website
 Program Guides;
 Rights and Responsibilities http://www1.rmit.edu.au/browse/Current%20students/Admin%20essentials/Rights%20and%20respons
ibilities/
 Victorian Government Subsidised Places http://www.rmit.edu.au/study-with-us/applying-to-rmit/localstudent-applications/fees/fees-by-level-of-study/vocational-study/fees-for-government-subsidisedplaces/
The following forms of learning support are available through RMIT-wide arrangements:
 Students facing any difficulties which may affect their learning can approach the relevant Program
Coordinator or Program Manager for advice and counsel. Such advice might include a deferment of study,
help with a Special Consideration application, or referral to further student support service as mentioned
below.
Date:
6
Key requirements Details
Relevant web links may be included (if doing
so remember that these links must be
checked annually to ensure currency)
To be completed by the program team
 Students who specifically require assistance with language and study skills can access the Study and
Learning Centre (SLC) which is located in RMIT Connect, Building 8, Level 4, 394 Swanston Street,
Melbourne.
 The SLC is committed to maximising students’ learning experiences at RMIT. It offers practical advice on
assignment writing and discipline-specific language and learning skills which students can access in person
or online. Learning Resources and services are available via the Learning Lab:
https://emedia.rmit.edu.au/learninglab/welcome. The SLC can also integrate the development of specific
skills students need for success into the curriculum, including any language, literacy or numeracy issues.
 Students with a disability, long-term illness and/or mental health condition can access support from the
Disability Liaison Unit (DLU). In consultation with the student, the DLU determines Reasonable Adjustments
(RAs) and Equitable Assessment Arrangements (EAAs) which help to provide students with equal
opportunity in their studies in accordance with the Commonwealth Disability Discrimination Act 1992. The
DLU also provides staff and students with information and assistance in relation to disability related matters.
Describe the way students in your program
with language, literacy and numeracy needs
identified during the PTR process are
identified and supported during their training.
 The Study and Learning Centre provides support to students with language, literacy and numeracy needs
and can assist programs to develop tools and strategies to identify students in need of additional support in
these areas.
Describe how students with disabilities are
supported during their studies.
 Students with a disability, long-term illness and/or mental health condition are encouraged to register with
the DLU at an early stage. The DLU works with a student to develop a DLU Plan, which outlines the support
and adjustments required by the student.
 The DLU organises enabling assistance such as note-takers and interpreters, and provides information and
support on how academic and teaching staff can implement Reasonable Adjustments (RAs) and Equitable
Assessment Arrangements (EAAs).
Identify any areas where learners may need
additional support and/or identify whether
leaners’ physical attributes may influence
their ability to complete the training and
assessment (e.g. if heavy lifting is required).
 The University is in the process of identifying Inherent Requirements and can work with Programs to unpack
the Inherent Requirements and make them explicit to students.
 This will enable students to make informed choices about program selection, and also help to guide
conversations between students and program staff should they be identified as not meeting the Inherent
Requirements during their program of study.
 Further information and contact details available at:
http://www1.rmit.edu.au/teaching/inherentrequirements
Section 3: Learning and Assessment
Filename:
Date:
7
Key requirements
3.1 Assessment
resources,
methods and
timing
Details
To be completed by the program team
Identify:






assessment resources
assessment methods to be used
timing of assessment
any adjustments that may be needed to
cater for different learner
characteristics
WIL
how you have used industry feedback
and/or learner/teacher feedback to
inform assessment methods and
timing
3.2 Sample
assessment tools
for a unit or
cluster of units
Please attach a complete set of assessment
tools, including student instructions and
assessor guides, for gathering evidence and
conducting assessment of all knowledge
and skill requirements of one (1) unit of
competency (per qualification, course, skill
set or unit)
3.3 Graded
assessment
If you do apply grading, briefly explain how
you ensure that competency is determined
before grading is applied.
3.4 Learning
Resources
Identify the learning resources used to
ensure learners are able to obtain and
absorb the required knowledge and skills
prior to assessment.
See Attachment 2
See “Resources and Equipment List”
Identify how the choice of resources has
been informed by industry and/or teacher/
learner feedback.
Identify any resources that learners need
to provide.
3.5 Learner
engagement with
Filename:
Describe how learners will be engaged with
their industry during the program.
Date:
8
Key requirements
Details
Industry engagement refers to :
their industry
To be completed by the program team
(A) all forms of structured learning and
assessment which take place in an
enterprise/other employing organisation
and include:




work placements,
work-based assessment,
clinical practice
fieldwork involving structured learning
and assessment
(B) Involvement of industry specialists in
delivery of work-based learning and
assessment, presentations to learners,
provision of case study material, mentoring
and coaching.
Where learning and/or assessment takes
place in a workplace or under fieldwork
conditions, explain the procedures followed
by the program team to ensure it is a safe
working environment, and that appropriate
facilities and equipment will be available for
the student to use
Section 4: Continuous Improvement
Key requirements
Details
Describe
the
approach
to assessment
4.1 Assessment
validation
in
this
program
and how this
validation
To be completed by the program team
approach is used to inform improvements to
assessment
4.2 Industry
Engagement
Filename:
Describe the strategy for ensuring industry
input into program resources, learning
materials, staff currency requirements and
the relevance of assessment tasks.
See “Industry Engagement Statement”
Date:
9
Key requirements
Details
4.3 Learner
Feedback
Describe the approach to gathering learner
feedback in this program and how this is used
to inform improvements to the program
4.4 Program
Team Feedback
Describe the approach to gathering feedback
from the program team in this program and
how this is used to inform improvements to
the program
4.5 Vocational
currency of
trainers and
assessors
Describe the approach to ensuring trainers
and assessors have the necessary skills
Filename:
To be completed by the program team
See “VET Staff Qualifications Matrix”
Date:
10
Attachment 1
Sample apprentice/trainee training plan for [insert qualification code and name]
Filename:
Date:
11
Filename:
Date:
12