The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.

1. Working with Training Packages
and Units of Competency
To develop good training and assessment
Kerrie-Anne Sommerfeld

2. I don’t understand…………
I’d like to know …………….
I’m here to ………………….
What about you?

3. Training Package
nationally endorsed qualifications + units of competency + assessment requirements for
a specific industry
e.g. ICT - Information and Communication Technology
No. of qualifications – 32 No. of skill sets - 27
Qualifications & Skill Sets
different qualifications and skill sets are made up of units grouped or
packaged together according to set rules
e.g. ICT50415 - Diploma of Information Technology Networking
Total number of units - 16
5 core units plus 11 elective units
Units of Competency
Specify what people need to do and know to be
deemed competent in a defined workplace skill
e.g. ICTNWK511 Manage Network Security

4. How many Training Packages are there?

5. How many Training Packages are there?
66

6. New TP
(endorsed)
Qualifications
Units of competency
Assessment
requirements for
each unit of
competency
Formal credit
arrangements VET to
Higher Ed
TP Companion Volume
(non endorsed)
Mandatory
RTO Implementation Guide
Learning Strategies Guide
Knowledge Guide
Assessment Strategies Guide
Old TP
Qualifications
Units of Competency
Assessment Guidelines
Training Packages – old and new
Mandatory
Optional

7. Who develops TP (or used to develop them..)
Industry Reference Committees
Skills Service Organisations
COAG Industry and Skills Council
TP endorsed by
Supported by

8. Using TPs to meet client needs –
what qualification to choose?

11. Prospective client:
Runs a chain of shops selling high end household products
What they want:
To develop the skills of 8-10 of their senior retail assistants in management of their shops.
Includes ordering stock, managing a small team of staff, understand legal requirements and
minimising risk, assist with business planning and marketing.
The staff profile:
Age range: 24 – 55
Gender mix: 80% female 20% male
Experience: minimum of 2 years retail environment experience. All have been employed by
the client for a minimum of 12 months. Some have a CIII qualification in retail services
Literacy and numeracy skills: good written and verbal communication skills. Not sure about
numeracy skills.
Preferred method of training:
Are able to provide staff 1 day/fortnight to attend face to face training at the company office.
Confirm any questions you
have re client training need
Look for suitable
qualifications either by:
Going directly to relevant
Training Package and/or
Search the myskills site
List possible qualifications to
discuss with client, include
the typical volume of
learning for the qualification
Identify and confirm
relevant elective units of
competency

13. Unit of competency
(new TP)
Application
Elements and PC
Foundation Skills
Unit mapping
information
Links to Companion
Volume
Implementation guide
Assessment
requirements
(new TP)
Performance evidence
Knowledge evidence
Assessment conditions
Links to Companion
Volume
Implementation guide
Unit of Competence
(old TP)
Unit descriptor
Application
Employability skills
Elements and PC
Required skills and knowledge
Evidence guide
Range Statement
Units of competency – old and new

14. New Units of competency

15. CHCECE003 Provide care for children
This unit describes the skills and knowledge required to ensure
children’s physical and emotional well-being is maintained and their
self-sufficiency is nurtured.
This unit applies to people who work with children in a range of early
education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.
Unit Application

16. Elements and Performance criteria (PCs)
Elements Performance Criteria
1. Describe the different types of social media tools
and applications
1.1 Explain the characteristics of the term ‘social media’
1.2 Identify different types of social-media tools and
applications
1.3 Illustrate some of the issues associated with the use
of social media tools and applications
2. Compare different types of social media tools and
applications
2.1 Select one social media type to review
2.2 Review the most popular tools, and applications,
within that social media type
2.3 Itemise the benefits across a range of the most
popular tools and applications
ICTWEB201 - Use social media tools for collaboration and engagement

17. Foundation Skills
CHCECE003 Provide care for children
The Foundation Skills describe those required skills (language, literacy, numeracy
and employment skills) that are essential to performance.
• Oral communication – in order to interact calmly and positively with
families and children
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Map explicitly listed foundation
skills to your assessments to
make sure they are covered

18. Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Skill Performance Criteria Description
Reading 1.2, 2.2 Extract the relevant information from technical and organisational
documents
Writing 1.1, 2.2, 2.3, 3.3, 3.4, 3.6 Develop the content in a manner that supports and conveys
information, using the appropriate structures and specialised language
Navigate the
world of work
1.3 Understands legal and ethical responsibilities, regarding the use of social
media tools
Get the work done 2.1, 2.2, 2.4, 3.1, 3.2, 3.5, 3.6 Makes routine decisions and implements standard procedures for
routine tasks Understands the purposes, specific functions, and the key
features of common digital systems and tools, and operates them
effectively to complete routine tasks
ICTWEB201 - Use social media tools for collaboration and engagement
If this section states the foundation skills are
embedded/incorporated in the performance
criteria – no need to map separately

19. ACSF
Australian Core Skills
Framework
• Learning
• Reading
• Writing
• Oral Communication
• Numeracy
CSfW
Core skills for work
developmental framework
• Navigate the world of work
• Interact with others
• Get the work done
Foundation Skills

20. Unit mapping information
Code and title
current version
Code and title
previous version
Comments Equivalence status
ICTWEB201 Use social
media tools for
collaboration and
engagement
ICAWEB201A Use social
media tools for
collaboration and
engagement
Updated to meet
Standards for Training
Packages
Equivalent unit
ICTWEB201 - Use social media tools for collaboration and engagement

21. Links to companion volume

22. New Assessment
Requirements for Units
of Competency

23. SFLDEC003 Design complex floristry products
Evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit in the context of the job role, and:
design these complex floristry products:
• two custom-made complex floristry products in response to customer briefs
• products to be fully constructed and displayed on-site at the floristry business:
• one complex display or stock item
• one complex window display
• one large scale corporate display including components to be constructed off-
site at the floristry business and assembled and displayed at corporate site
Performance evidence

24. SFLDEC003 Design complex floristry products
• intricacies of current and emerging trends for floral designs and their
use in complex products
• intricate characteristics and interrelationships of the elements and
principles of design, and their effects on the style and function of
complex floristry products:
elements of design:
• texture
• form
• colour
• space
• line
Knowledge evidence

25. SFLDEC003 Design complex floristry products
Skills must be demonstrated in a floristry design, preparation and product construction environment.
This can be:
• an industry workplace
• a simulated industry environment operated within a training organisation.
Assessment must ensure use of:
• computers to record design details and job specifications
• sketching materials and tools
Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors,
and:
• hold a qualification or Statement of Attainment in Floristry which includes this unit of competency or
equivalent; and
• have worked as a florist in the industry for at least three years where they have applied this unit of
competency or equivalent.
Assessment conditions

26. Unit of competency
(new TP)
Application
Elements and PC
Foundation Skills
Unit mapping information
Links to Companion Volume
Implementation guide
Assessment requirements
(new TP)
Performance evidence
Knowledge evidence
Assessment conditions
Links to Companion Volume
Implementation guide
Mapping assessments to Units of competency

27. Does this map to the unit?

28. BSBCMM401 Make a presentation
Assessment task: Project/Report
Identify a topic to present to your colleagues (40 minutes) and document the following to hand to
your assessor:
Presentation aim/s, intended audience, presentation/session plan, resources, the technique and
format chosen and why you chose it, information to provide others to deliver the presentation and
your evaluation method for the presentation.
1 Prepare a presentation 1.1 Plan and document presentation approach and intended
outcomes
1.2 Choose presentation strategies, format and delivery methods
that match the characteristics of the target audience, location,
resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the
format and purpose of the presentation, and will enhance audience
understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their
roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness

29. CHCECE003 Provide care for children
Assessment task: Scenario
Provide a scenario of a child in distress at separation from the family and ask
students how they would respond to the child and family
5. Settle new arrivals 5.1 Observe families and children for signs of stress/distress on arrival
5.2 Begin interaction with the child while family is still present to
minimise abruptness of separation
5.3 Encourage the family to take as much time as needed to have a
relaxed, unhurried separation from their child
5.4 Respond to child’s distress at separation from the family in a calm
reassuring manner

30. TLIF3087A – Follow OH&S and environmental
procedures in the rail industry
Assessment task: Scenario – demonstration and questions
Students are given a realistic and challenging workplace scenario in which they
need to identify the safety hazards and environmental risks prior to undertaking a
typical task. They are also asked ‘what if’ type questions around injury and
controlling risks common to the rail industry sector.
1. Follow workplace procedures for
hazard identification and risk control
1.1 Workplace procedures for dealing with environmental incidents,
accidents, fires and emergencies are known and followed
1.2 Workplace procedures for OHS&E and related work instructions
for controlling risks in a workplace are followed
1.3 Hazards in the workplace are identified and appropriate action
is taken to report them and to minimise or eliminate risk to
personnel, workplace and the environment

31. ICTNWK529 - Install and manage complex ICT
networks
Assessment task: Project
Students are given a challenging workplace scenario in which they are given a
security issue that a client needs fixing. They are to scope the security risks the
client may face and provide at least one solution to the client. They must then
design the solution and document information on how they will implement it.
Performance evidence
• design and implement an appropriate security strategy for a complex network

32. SHBBMUP002 - Design and apply make-up
Assessment tasks:
Project and Essay
Students are given 3 different
client case studies including
photographs and background
information and asked to design
and record a make up plan for
each
Performance evidence
design and record make-up plan for each client specifying details of:
areas requiring corrective make-up
client image and occasion
colour analysis and design
contraindications to make-up services
facial shape
highlighting and shading
products and application techniques
skin types and conditions
Knowledge evidence
factors which influence the application of make-up:
facial shapes and their relationship to elements and principles of make-up
design
effects of natural light and artificial light on cosmetics
colour design principles:
colour wheel
primary, secondary, tertiary, complementary and grey scale colours
tonal value, hue and shade
Students then must write a
1000 word essay on the
different facial shapes, the
principles of make up and
colour design as well as the
effect of lighting on make up

33. I don’t understand…………
I’d like to know …………….
I’m here to ………………….
Have these been addressed?

34. www.rubric.com.au
For more resources and links to help VET
Practitioners see my website