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Pre- Course Assessments
& Compliance?
Ph: (07) 3283 7881
Fax: (07) 3283 1997
www.mwtrain.com.au
Training that Creates Change
What is compliance?
A high quality VET system needs clear and relevant standards against
which providers and regulators can be held accountable.
…………………………
Clear and relevant standards are also critical in ensuring that
providers know what they need to do in order to be compliant and
what they can expect from VET regulators.
https://www.google.com.au/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
8#q=what++compliance+means+in+the+VET+sector
http://www.microtool.de/en/project-management/4-steps-to-effective-compliance-measures/
SRTO 2015
The RTO’s training and assessment strategies and
practices are responsive to industry and learner
needs and meet the requirements of training
packages and VET accredited courses.
Standard
1:
Responsive to the learner and industry
SRTO 2015
 Standard 1. The RTO’s training and assessment strategies and
practices are responsive to industry and learner needs and meet
the requirements of Training Packages and VET Accredited Courses
1.1 The RTO’s training and assessment strategies and practices,
including volume of learning, are consistent with the requirements of
training packages and VET accredited courses and enable each
learner to meet the requirements for each unit of competency or
module in which they are enrolled.
How?
What do you have to do?
Clause 1.2
For the purposes of Clause 1.1, the RTO determines the
amount of training they provide to each learner with
regard to:
• the existing skills, knowledge and the experience of
the learner
1.1
• Determine what potential learners have
to be able to do before they start
• Categorise this into the reading, writing,
numeracy, oral communication and
learning levels required for the learner to
have at the end the training
• Determine what level of experience or
expertise is required for the learner to
have as a graduate
How do you do it?
1.1
 Meet the requirements of the
Training Package
• Establish what the requirements are
e.g. the Language, Literacy & Numeracy (LLN) Skills
using the Australian Core Skills Framework (ACSF) and/or
the employability skills e.g. the Core Skills For Work
(CSfW) Framework
• Validate this against an ISC summary or
other industry validators
Entry requirements
Identify any mandatory requirements
for learners commencing the
program………………….. …
identify any areas where learners may
need additional support (e.g. if they have
low English levels) ………….
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.1--
1.4.html
Determining the LLN standards in a
Training Package
http://www.industry.gov.au/SKILLS/FORTRAININGPROVIDERS/AUSTRALIANCORESKILLSFRAMEWORK/Pages/default.aspx
Australian Core Skills Framework
The Australian Core Skills Framework (ACSF) is a tool
which assists both specialist and non-specialist English
language, literacy and numeracy practitioners
describe an individual’s performance in the five core
skills of learning, reading, writing, oral communication
and numeracy.
From Pre- Level 1 to Level 5
National Foundation Skills Strategy
for Adults
Through the strategy all Australian
governments have committed to a
target that, by 2022, two thirds of
working age Australians will have
literacy and numeracy skills at
Level 3 or above.
(refers to the levels in the Adult Literacy and Life Skills
Survey undertaken in 2006 by the Australian Bureau of
Statistics).
Determining the Employability Skills in a
Training Package
http://www.industry.gov.au/skills/ForTrainingProviders/CoreSkillsForWorkDevelopmentalFramework/Pages/default.aspx
Core Skills for Work Developmental Framework
The Core Skills for Work Developmental Framework describes a set
of non-technical skills, knowledge and understandings that
underpin successful participation in work. These skills are often
referred to as employability or generic skills. They include skills such
as problem solving, collaboration, self-management,
communication and information technology skills.
From Stage1: Novice to Stage 5: Expert
 operating in the workplace or getting into it
 communicating with others
 actually doing your job
National Foundation Skills Strategy
for Adults
The Australian Government funded
the development of a new Core
Skills for Work Framework, which
assists with the identification,
description and measurement of
employability skills.
1.1 Meet the requirements of the Training Package
- which can be determined by analysing units of competency in that qualification to
determine their level of ACSF and stage for the CSfW
Foundation Skills
This section describes language, literacy,
numeracy and employment skills incorporated
in the performance criteria that are required
for competent performance
https://governmentskills.com.au/resources Facilitator Guide
http://www.cshisc.com.au/media/340094/HLT_Found
ation_Skills_Guide.pdf
1.1 Meet the
requirements of the
Training Package
BSBIND201 -
Work
effectively in
a business
environment
IBSA sample : BSBIND201 - Work
effectively in a business environment
 Reading, Writing, and Oral
Communication: Foundation Skills
 Reviews documentation to identify relevant information for
requirements of job role and organisation
 Completes documentation necessary for work tasks and
reporting requirements using clear, concise and accurate
grammar and language
 Clarifies requirements and responsibilities of job role and
organisation by using effective questioning and listening
techniques to seek advice, information and feedback
 Contributes to an effective working environment by
communicating with others, by behaving courteously and
using non-discriminatory language
ACSF Sample activities at level equivalent to the
statements from the Unit of Competency
Reading Level 3
Interprets information in a range of formats that has been
produced using familiar software programs, e.g. memos,
instant messages, reports, spreadsheets or data presentations
Writing Level 3
Completes workplace records and forms accurately and
legibly using correct technical and enterprise specific
vocabulary
Oral Communication Level 3
Actively participates in a small group discussion, e.g. to solve
a problem or share an opinion on a subject of interest to a
group, such as reducing waste or planning a group activity
1.1 Meet the
requirements of the
Training Package
BSBIND201 -
Work
effectively in
a business
environment
Core Skills For Work: BSBIND201 - Work
effectively in a business environment
Advanced
Beginner
Generally understands what to communicate,
with whom and how in highly familiar, routine
work situations
Identifies, and takes steps to follow, accepted
communication practices and protocols in
immediate work context e.g. ways of
communicating with those in authority
Skill Cluster Skill Area Focus Area
Interact with
others
2a. Communicate
for work
Respond to communication
systems, practices and
protocols
 Interact with others
• Recognises common differences
in other people and implements
basic strategies to address own
reaction to these differences
• Uses basic communication
strategies to implement and
complete work tasks including
seeking advice when required
How do you
show this?
Name of RTO
RTO Management
Code
Title of
qualification
Version
BSB20115
Certificate II in Business
1
Foundation
Skills
Australian Core
Skills Framework
ACSF (LLN)
Core Skills for
Work (CSfW)
Minimum level ACSF Level 3
Advanced Beginner
• Has some practical experience of the Skill
Area and is beginning to recognise
patterns (e.g. routines, regular responses,
links and connections) that help
understanding and influence action.
• Is still reliant on explicit ‘rules’ and on
assistance to identify priorities, but can
apply these more autonomously in familiar,
routine situations
Training and
Assessment
Strategy
Responsive to the learner and industry
SRTO 2015
 Learner Support
1.7 The RTO determines the support needs of individual learners
and provides access to the educational and support services
necessary for the individual learner to meet the requirements of the
AQF qualification, skill set or VET course as specified in training
packages or VET accredited courses.
How?
So what are the support parameters?
RTOs must to be able to demonstrate they identify, for each learner, any additional support
required and that this support is made available, either directly or via arrangements with a
third party.
At minimum, support should include:
• identifying particular requirements such as literacy, numeracy, English language or
physical capabilities learners would need to complete each course
• developing strategies to make support available where gaps are identified.
• While a formal assessment process is not required, you must be able to demonstrate how
your RTO identifies support needs (for example, by requiring learners to complete a self-
assessment as part of the enrolment process).
• Where additional support requirements have been established, you must be able to
demonstrate that this support has been made available.
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
What do you have to do?
1.7 This may include providing:
• Language, Literacy and
Numeracy (LLN) support
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-
1.7.html
• Have a process to identify the level of
experience and expertise of the learner
• Cross reference the learner’s needs to what
you as an RTO can provide
• Provide the support options to that learner
How do you do that?
1.7
 Determine the learners needs
• Assess what the learner skills are in
terms of vocational and foundation
skills
• Compare those skills to that required
by Training package
• Determine support parameters
1. Design a pre-course assessment that identifies the LLN and
employability skills of the learner that is benchmarked to the
ACSF and CSfW required by the qualification
2. Decide what support you can afford i.e. Small group or 1:1
tuition
3. Provide the Vocational Trainer with Learner guides that
develop the LLN skills within the context of the unit or
qualification e.g. Teach2Learn resources
How do you
show this?
Name of RTO
RTO Management
Code
Title of
qualification
Version
BSB20115
Certificate II in Business
1
Pre-Training
Assessment
A Pre-Training Assessment is conducted with
enrolment to determine the Foundation Skills
of the learner in relation to the requirements
of the course.
It is expected that the learner will gain the
requisite Foundation Skills during the course
delivery so an ACSF 2 and CSfW Novice is
accepted entry to the course.
(SRTO 2015 - Standard 1.The RTO’s training and assessment
strategies and practices are responsive to industry and
learner needs and meet the requirements of Training
Packages and VET Accredited Courses & Standard 5: Each
learner is properly informed and protected)
Training and
Assessment
Strategy
www.pininterest.com
But what if the ISC has not provided you
with the ACSF and CSfW information?
 As ASQA provides in their example case study – select the crucial core skill
required for that qualification or skillset or unit
 Or
as IBSA ‘s Foundation Skills provide 2 or 3 specific core skills – just develop a pre-
course assessment for those only
 Or
If you need an overall picture of what that person can do and know then develop
a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage
Case study: Getting the calculations right
GHI Training identifies that a qualification requires the ability to carry out complex
calculations quickly and accurately. On their website, this information is provided so
potential learners are aware of this requirement. The website also includes information
about optional tutorials (available at extra cost for learners who need additional support in
this area).
As part of the RTO’s enrolment process, learners undertake a short assessment based on
the type of calculations they will need to be able to complete. Assessment results
determine whether the learner will need additional support or whether the learner should
undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to allow
the learner to increase their skills prior to when these components are scheduled in the
course.
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
Teach2Learn Sample activities at
level equivalent to the statements
from the Unit of Competency
Numeracy Level 4
 Represents statistical system information
and data (e.g. customer satisfaction
survey results, phone enquiry data or
customer profiles), and analyses and
interprets the data using graphical and
numerical processes (e.g. graphs, charts
or averages) to show different
interpretations and influences
Case study: Getting the communication right
ACME Training identifies that the unit requires the ability to review relevant
documents, complete these documents accurately and appropriately; and
demonstrate confidence and courtesy when asking for directions or clarification.
As part of the RTO’s enrolment process, learners undertake a short assessment
based on the type of reading, and writing they will need to be able to complete.
Also an interview to clarify their goals and understanding of English. Assessment
results determine whether the learner will need additional support or whether the
learner should undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to
allow the learner to increase their skills prior to when these components are
scheduled in the course.
IBSA ‘s Foundation Skills provide 2 or 3 specific core skills
T2L sample : BSBIND201 - Work
effectively in a business environment
Teach2Learn Sample activities
at level equivalent to the
statements from the Unit of
Competency
Oral Communication Level 3
 Actively participates in a small group
discussion, e.g. to solve a problem or
share an opinion on a subject of
interest to a group, such as reducing
waste or planning a group activity
Generally understands what to
communicate, with whom and how in
highly familiar, routine work situations
Identifies, and takes steps to follow,
accepted communication practices
and protocols in immediate work
context e.g. ways of communicating
with those in authority
Navigate the world of work: Stage
of expertise = Advanced Beginner
T2L sample : BSBIND201 - Work
effectively in a business environment
Case study: Getting the profile right
ACME Training identifies that the qualification requires the ability to read and
complete forms commonly used in social or workplace situations ,and can explain
their personal details and training or workplace goals.
As part of the RTO’s enrolment process, learners undertake a short assessment that
enables them to demonstrate the extent of their reading, writing, and numeracy
skills. Also an interview to explain their workplace or training goals or experience,
which will reveal their level of speaking and understanding English. Assessment
results determine whether the learner will need additional support or whether the
learner should undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to
allow the learner to increase their skills prior to when these components are
scheduled in the course.
If you need an overall picture of what that person can do
and know then develop a pre-course assessment to gain
a gist of that person’s ACSF level and CSfW stage
Pre-Course Assessment: Part One
Complete the form (written and verbal Interview)
Personal details
(1.03,1.04;1.05,1.06)
What is your name, address and
contact details?
USI …………………………………………………………………………………….
Title Mr Mrs. Ms. Miss. Master. Dr. Other …………………….
Name ………………………………………………………………………………
Address …………………………………………………………………………..
Contact phone .………………………………………………………………..
Email ………………………………………………………………………………
Age (1.09,1.10,1.11)
When were you born?
How old are you?
How old are you as of today’s date in
years, months and weeks and days?
(2.01.2.02; 2.09,2.10,2.11)
Date of Birth ………….………../……………………/…………………………
Age ………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………..
Enrolment Form : ACSF Levels
Enrolment Form : CSfW stages
Pre-Course Assessment: Part Two
Complete the form (written and verbal Interview)
Tick a box to say:
1 - Not at all 2- A little 3- Somewhat 4 – Mostly 5 - Definitely
1.NAVIGATETHE
WORLDOFWORK
a) Manage career and work life 1 2 3 4 5
I know what I would like to do for my career and work life.
I have made a start towards my career and work life.
I know I can apply for jobs and can do so without help
I look for different ways to learn to help me improve my work skills
Total
b) Work with roles, rights and responsibilities 1 2 3 4 5
I can do my own work without needing help
I know my legal rights and responsibilities in the workplace
I help others in my workplace to do the right thing legally
I know how to change to suit different workplaces
I know I can apply rules and procedures in my role and like to help towards
their improvement
Total
Level 2 Learning
Reading
Writing
Numeracy
Oral
Communication
 identifies possible areas for
training
 reads form without support
 writes (min.) two sentences
in response to questions on
form
 shows some variation in
spelling that does not
interfere with the overall
meaning
 identifies time and actions
from own history
 explains personal situation
and previous achievements
Assessor Guide: ACSF descriptors
Mostly 1s Novice
 Has little or no practical experience
of the Skill Area on which to base
actions.
 Is highly reliant on explicit ‘rules’
(e.g. instructions, processes,
procedures, models), guidance
and support and priorities
determined by others, to guide
activities.
Mostly 2s Advanced
Beginner
 Has some practical experience of
the Skill Area and is beginning to
recognise patterns (e.g. routines,
regular responses, links and
connections) that help
understanding and influence
action.
 Is still reliant on explicit ‘rules’ and
on assistance to identify priorities,
but can apply these more
autonomously in familiar, routine
situations.
Assessor Guide: CSfW Stages
Enrolment Form : Foundation Skills
https://blog.samanage.com/friday-fun/the-10-funniest-it-memes/
•Each learner is properly informed and protected.Standard 5:
Pre- Assessment
SRTO 2015
Standard 5. Each learner is properly informed and protected.
 5.1 Prior to enrolment or the commencement of
training and assessment, whichever comes first, the
RTO provides advice to the prospective learner about
the training product appropriate to meeting the
learner’s needs, taking into account the individual’s
existing skills and competencies.
When?
What do you have to do?
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-five/clauses/clauses-5.1--5.4.html
Your RTO must provide clear information to prospective learners to enable them to decide if your RTO and course is suitable for
them, taking into account their existing skills and knowledge and any specific needs. Prior to enrolment or commencement of
training or assessment activities (in this context, assessment includes the collection or analysis of evidence for recognition of prior
learning activities), you must provide clear information to learners about the following:
Course Outline
 Full course code and title
 Venue, length and mode/s of delivery and/or assessment
 Fee information
Student Handbook
 Support services
 Fee information
 Funding entitlements
 Third party arrangements (if applicable
 Consumer rights
Enrolment Policy
 Entry requirements
 Funding entitlements
 Consumer rights
How do you do it?
 Course Outline
Documents to be available
 On website
 In print for face to face
Common element?
 Prospective students MUST acknowledge they
have read and understood the requirements of
the course they are choosing to enrol in
 Sign by clicking to go on or handwritten
signature
 Complete the pre-assessment
Samples ….
 Policy and Procedures
 Student Handbook
Policy and
Procedures
Enrolments Policy
Purpose
RTO is committed to providing quality training and assessment in
accordance with the Standards for Registered Training Organisations (SRTOs
2015). As such, RTO is required to comply with relevant Commonwealth,
State and Territory laws regarding and including anti-discrimination and
equal opportunity. RTO is committed to providing the best practice,
professional products and services to its clients and acknowledges it can
only succeed in this with effective and efficient quality processes.
The purpose of this policy is to provide a fair and equitable process for client
enrolment and ensure clients are provided with accurate and sufficient
information to make an informed choice about their enrolment and chosen
course.
Policy Principles
Information to Clients
a) Prior to enrolment each client is provided with access to a Student
Handbook, Course Information, and client policies. (See Client Information
Policy)
Language, Literacy and Numeracy Abilities of Clients
a) Clients intending to enrol for training are assessed on their language,
literacy and numeracy abilities to determine their capability to successfully
undertake the training and determine whether any additional support is
needed. This is a Pre-Course Assessment as part of the Enrolment Kit. (See
Access & Equity Policy)
Student
Handbook
Language, Literacy & Numeracy Support
RTO is required to enrol students who are able to demonstrate the
requisite Foundation Skills levels for each qualification or course.
These levels are proscribed by the units of the qualification in the
Training Package.
Each prospective students will complete a Pre-Course Assessment
on the Foundation Skills – Language, Literacy and Numeracy, and
Employability skills – that are embedded in every unit of every
qualification delivered by the Vocational trainer.
However, additional support is also provided during the courses
for language, literacy and numeracy acquisition in relation to the
specific vocational area. These can be in forms of specific learner
guides or one-to-one support from the trainer.
Course
Outline
Entry Requirements
 There are no specific entry requirements for
this qualification, although it is expected that
candidates will demonstrate language,
literacy and numeracy skills to potential to
undertake study at Certificate II level.
 A Pre-Training Assessment is conducted with
enrolment to determine the Foundation Skills
of the learner in relation to the requirements
of the course.
Compliance and Pre-Course
assessment
Next webinar is about Validation – the pre-assessment and
documentation

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Pre course assessment- compliance webinar v2

  • 1. Pre- Course Assessments & Compliance? Ph: (07) 3283 7881 Fax: (07) 3283 1997 www.mwtrain.com.au Training that Creates Change
  • 2. What is compliance? A high quality VET system needs clear and relevant standards against which providers and regulators can be held accountable. ………………………… Clear and relevant standards are also critical in ensuring that providers know what they need to do in order to be compliant and what they can expect from VET regulators. https://www.google.com.au/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF- 8#q=what++compliance+means+in+the+VET+sector
  • 4. SRTO 2015 The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses. Standard 1:
  • 5. Responsive to the learner and industry SRTO 2015  Standard 1. The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of Training Packages and VET Accredited Courses 1.1 The RTO’s training and assessment strategies and practices, including volume of learning, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled. How?
  • 6. What do you have to do? Clause 1.2 For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to: • the existing skills, knowledge and the experience of the learner 1.1 • Determine what potential learners have to be able to do before they start • Categorise this into the reading, writing, numeracy, oral communication and learning levels required for the learner to have at the end the training • Determine what level of experience or expertise is required for the learner to have as a graduate
  • 7. How do you do it? 1.1  Meet the requirements of the Training Package • Establish what the requirements are e.g. the Language, Literacy & Numeracy (LLN) Skills using the Australian Core Skills Framework (ACSF) and/or the employability skills e.g. the Core Skills For Work (CSfW) Framework • Validate this against an ISC summary or other industry validators Entry requirements Identify any mandatory requirements for learners commencing the program………………….. … identify any areas where learners may need additional support (e.g. if they have low English levels) …………. http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training- organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.1-- 1.4.html
  • 8.
  • 9. Determining the LLN standards in a Training Package http://www.industry.gov.au/SKILLS/FORTRAININGPROVIDERS/AUSTRALIANCORESKILLSFRAMEWORK/Pages/default.aspx Australian Core Skills Framework The Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication and numeracy. From Pre- Level 1 to Level 5 National Foundation Skills Strategy for Adults Through the strategy all Australian governments have committed to a target that, by 2022, two thirds of working age Australians will have literacy and numeracy skills at Level 3 or above. (refers to the levels in the Adult Literacy and Life Skills Survey undertaken in 2006 by the Australian Bureau of Statistics).
  • 10. Determining the Employability Skills in a Training Package http://www.industry.gov.au/skills/ForTrainingProviders/CoreSkillsForWorkDevelopmentalFramework/Pages/default.aspx Core Skills for Work Developmental Framework The Core Skills for Work Developmental Framework describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work. These skills are often referred to as employability or generic skills. They include skills such as problem solving, collaboration, self-management, communication and information technology skills. From Stage1: Novice to Stage 5: Expert  operating in the workplace or getting into it  communicating with others  actually doing your job National Foundation Skills Strategy for Adults The Australian Government funded the development of a new Core Skills for Work Framework, which assists with the identification, description and measurement of employability skills.
  • 11. 1.1 Meet the requirements of the Training Package - which can be determined by analysing units of competency in that qualification to determine their level of ACSF and stage for the CSfW Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance
  • 14.
  • 15. 1.1 Meet the requirements of the Training Package BSBIND201 - Work effectively in a business environment
  • 16. IBSA sample : BSBIND201 - Work effectively in a business environment  Reading, Writing, and Oral Communication: Foundation Skills  Reviews documentation to identify relevant information for requirements of job role and organisation  Completes documentation necessary for work tasks and reporting requirements using clear, concise and accurate grammar and language  Clarifies requirements and responsibilities of job role and organisation by using effective questioning and listening techniques to seek advice, information and feedback  Contributes to an effective working environment by communicating with others, by behaving courteously and using non-discriminatory language ACSF Sample activities at level equivalent to the statements from the Unit of Competency Reading Level 3 Interprets information in a range of formats that has been produced using familiar software programs, e.g. memos, instant messages, reports, spreadsheets or data presentations Writing Level 3 Completes workplace records and forms accurately and legibly using correct technical and enterprise specific vocabulary Oral Communication Level 3 Actively participates in a small group discussion, e.g. to solve a problem or share an opinion on a subject of interest to a group, such as reducing waste or planning a group activity
  • 17. 1.1 Meet the requirements of the Training Package BSBIND201 - Work effectively in a business environment
  • 18. Core Skills For Work: BSBIND201 - Work effectively in a business environment Advanced Beginner Generally understands what to communicate, with whom and how in highly familiar, routine work situations Identifies, and takes steps to follow, accepted communication practices and protocols in immediate work context e.g. ways of communicating with those in authority Skill Cluster Skill Area Focus Area Interact with others 2a. Communicate for work Respond to communication systems, practices and protocols  Interact with others • Recognises common differences in other people and implements basic strategies to address own reaction to these differences • Uses basic communication strategies to implement and complete work tasks including seeking advice when required
  • 19. How do you show this? Name of RTO RTO Management Code Title of qualification Version BSB20115 Certificate II in Business 1 Foundation Skills Australian Core Skills Framework ACSF (LLN) Core Skills for Work (CSfW) Minimum level ACSF Level 3 Advanced Beginner • Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action. • Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations Training and Assessment Strategy
  • 20.
  • 21. Responsive to the learner and industry SRTO 2015  Learner Support 1.7 The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the AQF qualification, skill set or VET course as specified in training packages or VET accredited courses. How?
  • 22. So what are the support parameters? RTOs must to be able to demonstrate they identify, for each learner, any additional support required and that this support is made available, either directly or via arrangements with a third party. At minimum, support should include: • identifying particular requirements such as literacy, numeracy, English language or physical capabilities learners would need to complete each course • developing strategies to make support available where gaps are identified. • While a formal assessment process is not required, you must be able to demonstrate how your RTO identifies support needs (for example, by requiring learners to complete a self- assessment as part of the enrolment process). • Where additional support requirements have been established, you must be able to demonstrate that this support has been made available. http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
  • 23. What do you have to do? 1.7 This may include providing: • Language, Literacy and Numeracy (LLN) support http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training- organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause- 1.7.html • Have a process to identify the level of experience and expertise of the learner • Cross reference the learner’s needs to what you as an RTO can provide • Provide the support options to that learner
  • 24. How do you do that? 1.7  Determine the learners needs • Assess what the learner skills are in terms of vocational and foundation skills • Compare those skills to that required by Training package • Determine support parameters 1. Design a pre-course assessment that identifies the LLN and employability skills of the learner that is benchmarked to the ACSF and CSfW required by the qualification 2. Decide what support you can afford i.e. Small group or 1:1 tuition 3. Provide the Vocational Trainer with Learner guides that develop the LLN skills within the context of the unit or qualification e.g. Teach2Learn resources
  • 25. How do you show this? Name of RTO RTO Management Code Title of qualification Version BSB20115 Certificate II in Business 1 Pre-Training Assessment A Pre-Training Assessment is conducted with enrolment to determine the Foundation Skills of the learner in relation to the requirements of the course. It is expected that the learner will gain the requisite Foundation Skills during the course delivery so an ACSF 2 and CSfW Novice is accepted entry to the course. (SRTO 2015 - Standard 1.The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of Training Packages and VET Accredited Courses & Standard 5: Each learner is properly informed and protected) Training and Assessment Strategy
  • 27. But what if the ISC has not provided you with the ACSF and CSfW information?  As ASQA provides in their example case study – select the crucial core skill required for that qualification or skillset or unit  Or as IBSA ‘s Foundation Skills provide 2 or 3 specific core skills – just develop a pre- course assessment for those only  Or If you need an overall picture of what that person can do and know then develop a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage
  • 28. Case study: Getting the calculations right GHI Training identifies that a qualification requires the ability to carry out complex calculations quickly and accurately. On their website, this information is provided so potential learners are aware of this requirement. The website also includes information about optional tutorials (available at extra cost for learners who need additional support in this area). As part of the RTO’s enrolment process, learners undertake a short assessment based on the type of calculations they will need to be able to complete. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course. If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course. http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training- organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
  • 29. Teach2Learn Sample activities at level equivalent to the statements from the Unit of Competency Numeracy Level 4  Represents statistical system information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences
  • 30. Case study: Getting the communication right ACME Training identifies that the unit requires the ability to review relevant documents, complete these documents accurately and appropriately; and demonstrate confidence and courtesy when asking for directions or clarification. As part of the RTO’s enrolment process, learners undertake a short assessment based on the type of reading, and writing they will need to be able to complete. Also an interview to clarify their goals and understanding of English. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course. If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course. IBSA ‘s Foundation Skills provide 2 or 3 specific core skills
  • 31. T2L sample : BSBIND201 - Work effectively in a business environment Teach2Learn Sample activities at level equivalent to the statements from the Unit of Competency Oral Communication Level 3  Actively participates in a small group discussion, e.g. to solve a problem or share an opinion on a subject of interest to a group, such as reducing waste or planning a group activity
  • 32. Generally understands what to communicate, with whom and how in highly familiar, routine work situations Identifies, and takes steps to follow, accepted communication practices and protocols in immediate work context e.g. ways of communicating with those in authority Navigate the world of work: Stage of expertise = Advanced Beginner T2L sample : BSBIND201 - Work effectively in a business environment
  • 33. Case study: Getting the profile right ACME Training identifies that the qualification requires the ability to read and complete forms commonly used in social or workplace situations ,and can explain their personal details and training or workplace goals. As part of the RTO’s enrolment process, learners undertake a short assessment that enables them to demonstrate the extent of their reading, writing, and numeracy skills. Also an interview to explain their workplace or training goals or experience, which will reveal their level of speaking and understanding English. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course. If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course. If you need an overall picture of what that person can do and know then develop a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage
  • 34. Pre-Course Assessment: Part One Complete the form (written and verbal Interview) Personal details (1.03,1.04;1.05,1.06) What is your name, address and contact details? USI ……………………………………………………………………………………. Title Mr Mrs. Ms. Miss. Master. Dr. Other ……………………. Name ……………………………………………………………………………… Address ………………………………………………………………………….. Contact phone .……………………………………………………………….. Email ……………………………………………………………………………… Age (1.09,1.10,1.11) When were you born? How old are you? How old are you as of today’s date in years, months and weeks and days? (2.01.2.02; 2.09,2.10,2.11) Date of Birth ………….………../……………………/………………………… Age ……………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………………….. Enrolment Form : ACSF Levels
  • 35. Enrolment Form : CSfW stages Pre-Course Assessment: Part Two Complete the form (written and verbal Interview) Tick a box to say: 1 - Not at all 2- A little 3- Somewhat 4 – Mostly 5 - Definitely 1.NAVIGATETHE WORLDOFWORK a) Manage career and work life 1 2 3 4 5 I know what I would like to do for my career and work life. I have made a start towards my career and work life. I know I can apply for jobs and can do so without help I look for different ways to learn to help me improve my work skills Total b) Work with roles, rights and responsibilities 1 2 3 4 5 I can do my own work without needing help I know my legal rights and responsibilities in the workplace I help others in my workplace to do the right thing legally I know how to change to suit different workplaces I know I can apply rules and procedures in my role and like to help towards their improvement Total
  • 36. Level 2 Learning Reading Writing Numeracy Oral Communication  identifies possible areas for training  reads form without support  writes (min.) two sentences in response to questions on form  shows some variation in spelling that does not interfere with the overall meaning  identifies time and actions from own history  explains personal situation and previous achievements Assessor Guide: ACSF descriptors Mostly 1s Novice  Has little or no practical experience of the Skill Area on which to base actions.  Is highly reliant on explicit ‘rules’ (e.g. instructions, processes, procedures, models), guidance and support and priorities determined by others, to guide activities. Mostly 2s Advanced Beginner  Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.  Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations. Assessor Guide: CSfW Stages Enrolment Form : Foundation Skills
  • 38. •Each learner is properly informed and protected.Standard 5:
  • 39. Pre- Assessment SRTO 2015 Standard 5. Each learner is properly informed and protected.  5.1 Prior to enrolment or the commencement of training and assessment, whichever comes first, the RTO provides advice to the prospective learner about the training product appropriate to meeting the learner’s needs, taking into account the individual’s existing skills and competencies. When?
  • 40. What do you have to do? http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-five/clauses/clauses-5.1--5.4.html Your RTO must provide clear information to prospective learners to enable them to decide if your RTO and course is suitable for them, taking into account their existing skills and knowledge and any specific needs. Prior to enrolment or commencement of training or assessment activities (in this context, assessment includes the collection or analysis of evidence for recognition of prior learning activities), you must provide clear information to learners about the following: Course Outline  Full course code and title  Venue, length and mode/s of delivery and/or assessment  Fee information Student Handbook  Support services  Fee information  Funding entitlements  Third party arrangements (if applicable  Consumer rights Enrolment Policy  Entry requirements  Funding entitlements  Consumer rights
  • 41. How do you do it?  Course Outline Documents to be available  On website  In print for face to face Common element?  Prospective students MUST acknowledge they have read and understood the requirements of the course they are choosing to enrol in  Sign by clicking to go on or handwritten signature  Complete the pre-assessment Samples ….  Policy and Procedures  Student Handbook
  • 42. Policy and Procedures Enrolments Policy Purpose RTO is committed to providing quality training and assessment in accordance with the Standards for Registered Training Organisations (SRTOs 2015). As such, RTO is required to comply with relevant Commonwealth, State and Territory laws regarding and including anti-discrimination and equal opportunity. RTO is committed to providing the best practice, professional products and services to its clients and acknowledges it can only succeed in this with effective and efficient quality processes. The purpose of this policy is to provide a fair and equitable process for client enrolment and ensure clients are provided with accurate and sufficient information to make an informed choice about their enrolment and chosen course. Policy Principles Information to Clients a) Prior to enrolment each client is provided with access to a Student Handbook, Course Information, and client policies. (See Client Information Policy) Language, Literacy and Numeracy Abilities of Clients a) Clients intending to enrol for training are assessed on their language, literacy and numeracy abilities to determine their capability to successfully undertake the training and determine whether any additional support is needed. This is a Pre-Course Assessment as part of the Enrolment Kit. (See Access & Equity Policy)
  • 43. Student Handbook Language, Literacy & Numeracy Support RTO is required to enrol students who are able to demonstrate the requisite Foundation Skills levels for each qualification or course. These levels are proscribed by the units of the qualification in the Training Package. Each prospective students will complete a Pre-Course Assessment on the Foundation Skills – Language, Literacy and Numeracy, and Employability skills – that are embedded in every unit of every qualification delivered by the Vocational trainer. However, additional support is also provided during the courses for language, literacy and numeracy acquisition in relation to the specific vocational area. These can be in forms of specific learner guides or one-to-one support from the trainer.
  • 44. Course Outline Entry Requirements  There are no specific entry requirements for this qualification, although it is expected that candidates will demonstrate language, literacy and numeracy skills to potential to undertake study at Certificate II level.  A Pre-Training Assessment is conducted with enrolment to determine the Foundation Skills of the learner in relation to the requirements of the course.
  • 45.
  • 46. Compliance and Pre-Course assessment Next webinar is about Validation – the pre-assessment and documentation