VISA Guide 2019 - TAFE SA
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VISA Guide 2019 RTO Code: 41026 ‖ CRICOS Provider Code: 00092B
Contents
Introduction 3
How to go about setting up a VET in Schools Agreement 3
Procedure for Teachers 4
Procedure for VET Co-ordinators 5
Teacher / Trainer / Assessor requirements 6
Mandatory 2019 Staff Development 7
Promotion of VISA Courses 9
Resources for teaching and assessment 9
Schools Obligations 9
VET ‘top ups’, VET Shorts and other options 10
Additional Links for more information 10
Annual Self-Assessment Checklist 11
VET in Schools Agreement (VISA) 14
Business, Information Technology and Retail 15 – 21
Community Services, Health and Lifestyle 22 – 30
Mining, Engineering, Transport, Building and Construction 31 – 42
Primary Industries, Animal and Laboratory Sciences 43 – 57
Tourism, Hospitality and Creative Arts 58 – 74
Templates 75 – 78
P a g e 2 | 79
Introduction
This document details a TAFE SA state-wide approved approach for SA secondary schools wishing to deliver
and assess units of competency or qualifications from Training Packages:
TAFE SA is only offering the units and/or qualification(s) listed in this document to schools under a VET in
Schools Arrangement (VISA). – Refer to page 10 for other options.
TAFE SA as the Registered Training Organisation (RTO) requires that you use the enclosed information as a
self-assessment checklist activity to ensure all physical and human resources are in place prior to application
for a VISA schedule.
Teachers and VET Co-ordinators will need to have a thorough understanding of the requirements as
presented in this booklet and must have attended the annual mandatory VISA Preparedness Training.
For further information regarding the obligations of the School and TAFE SA involved in the proposed
arrangement, please refer to the overarching VISA Memorandum of Administrative Arrangement (MAA) or
Head Agreement (HA) held with your school.
Please note TAFE SA is required to report all auspice arrangements to ASQA in full.
How to go about setting up a VET in Schools Agreement
The following list provides a guide to get started.
1. Read through this booklet and ascertain if you and your school are willing to enter an auspice
agreement
2. If the answer to item 1 is YES, then refer to the Annual Self-Assessment Checklist and commence
completion of the required information that demonstrates that your school is ready to apply for a VISA
schedule.
3. With your Annual Self-Assessment Checklist completed, contact TAFE SA with the details of the
course and/or units you wish to deliver
4. Your TAFE SA contact will make a time with you to go through the requirements.
a. Evidence as stipulated on the Annual Self Assessment Checklist are to be provided to TAFE SA
and through to the VISA@tafesa.edu.au
5. A time will be made for TAFE SA to visit your school in 2018 to ensure you’re ready for delivery in
2019. On successful demonstration that you and your school are ready for a VISA you will receive an
approval advice from TAFE SA – you must wait for this VISA official letter advice before you can
commence marketing or delivery with students. At the beginning of the academic year, or on
confirmation of the agreement, you will need to work with your students to set up their profiles through
myTAFESA (online system). See section on School Obligations.
P a g e 3 | 79
Procedure for Teachers
All VISA Schedules must be approved and finalised before delivery and assessment can commence.
TAFE SA can only result students who have studied units approved on finalised VISA Schedules.
To deliver qualification/s under a VISA Schedule arrangement teachers must:
hold the units they are delivering and assessing or the qualification higher if stipulated by the
program area
have the TAE40116
Hold the TAE40110 Certificate IV in Training and Assessment qualification inclusive of the
compulsory unit TAELLN411 Address Adult, Language, Literacy & Numeracy Skills and the
TAEASS502 Design & Develop Assessment Tools
have undertaken appropriate PD in the area to be delivered an assessed
To commence VISA Schedule negotiations teachers will:
1. Provide their VET Coordinator with copies of their qualifications (Refer to Self Assessment Checklist)
2. Prepare for the Secondary Schools Engagement (SSE) Business & Compliance Officer visit:
The SSE Business & Compliance Officer will arrange to visit the school
When negotiations with the SSE B&C Officer are complete, they will contact the Secondary
Schools Engagement team to organise processing of your VISA Schedule
3. Await confirmation from the VET Co-Ordinator before training and assessment can commence
4. Will work with VET Co-Ordinators to submit results to TAFE SA by the due dates as per the VISA
Guide
P a g e 4 | 79
Procedure for VET Co-ordinators
All VISA Schedules must be approved and finalised before delivery and assessment can commence.
TAFE SA can only result students who have studied units approved on finalised VISA Schedules.
To commence VISA Schedule negotiations the VET Coordinator will:
1. Visit the TAFE SA website ( www.tafesa.edu.au ) to download the relevant VISA Guide
2. Work through the Self-Assessment Checklist with the relevant teachers to determine if all requirements
can be met
3. Contact the SSE Business & Compliance Officer for Vet in Schools Agreements as indicated in the
VISA Guide to start negotiating the 2019 VISA Schedule & cc: VISA@tafesa.edu.au into all
communications
For WHITE CARD and FIRST AID units, these must be supported by a letter on School Letterhead
stating the delivery details and signed by the Principal
4. Advise TAFE SA if delivery will be part of a cluster arrangement, and list the specific schools being
involved
5. Provide electronic copies of teacher qualifications to the SSE Team via the VISA@tafesa.edu.au. Refer
to the Annual Self Assessment Checklist
6. Work with the SSE Business & Compliance Officer and teachers to negotiate the Certificate and units
to be delivered by the school as per the VISA Guide
THEN:
the SSE Business & Compliance Officer will organise a site visit and finalise the VISA Schedule
Checklist
the SSE Business & Compliance Officer will email the approved Certificate level and units to
VISA@tafesa.edu.au (cc to the VET Coordinator)
the Secondary Schools Engagement team will prepare the VISA Approval Letter
the Director to approve all VISA applications
the Secondary Schools Engagement team will send the VISA Approval Letter to the Principal and
cc the VET Coordinator and relevant school sector delegate for checking and signing
7. Advise the School Principal of forthcoming Invoices and Approval Letters for the VISA Schedules. The
signed Final Approval Letter must be by the School Principal and returned to TAFE SA via the VISA
inbox
8. On receipt of the VISA Resulting Spreadsheet, check the details match the agreed Certificate, Units
and report on any anomalies
9. Work with School Teachers to submit results to TAFE SA by the due dates as per the VISA Guide
P a g e 5 | 79
Teacher / Trainer / Assessor requirements
This section describes the requirements of secondary school teachers/trainers to deliver from the specified
Training Packages. In order to deliver this qualification teachers, must meet the requirements for delivery as
specified.
The engagement of suitable teachers/trainers is a necessity for any VET in Schools delivery.
Teachers/trainers must be an employee of the school
Under no circumstances is a school allowed to sub-contract the VISA to another RTO
Teacher/Trainer Requirements for delivery:
Trainers must:
Have the TAE40116
Hold the TAE40110 Certificate IV in Training and Assessment as a minimum qualification inclusive of
the unit TAELLN411 Address adult language, literacy and numeracy skills & TAESS502 Design &
Develop Assessment Tools
Be able to demonstrate vocational competencies at least to the level being delivered and assessed;
and
Be able to demonstrate current industry skills directly relevant to the training and assessment being
provided and;
Be able to demonstrate their comprehensive current knowledge, practices and skills in vocational
training and learning that informs their training and assessment.
If you do not hold the required accredited units in relation to Vocational Competence TAFE SA offers
Recognition of Prior Learning (RPL) or Gap Training in these units of competency. For further
information contact the Business & Compliance Officer
For more information on the national requirements please see:
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-
to-the-standards-for-registered-training-organisations-2015.html
TAFE SA has a range of options to assist teachers to obtain training and assessment qualification.
Contact your local campus.
Where specific Vocational competence is required for a qualification, this is presented within this guide and are
listed under “Specific Teacher/Trainer Requirements”.
P a g e 6 | 79
Industry Currency Requirements
TAFE SA Industry Currency Requirements
TAFE SA have determined that all Trainers engaged in training and assessment demonstrate Industry
Currency and undertake a number of hours of activity in relation to “industry currency” annually to ensure
compliance.
As an extension of TAFE SA, Teachers delivering under an auspice agreement are required to meet the same,
as previously advised during the mandatory VISA Preparedness Sessions.
In order to deliver teachers, must meet the requirements for delivery as specified on page 7 under Teachers /
Trainer / Assessor Requirements and be able to demonstrate and undertake the following;
Familiarity with the VQF National Standards www.asqa.gov.au/about-asqa/national-vet-regulation/vet-
quality-framework.html.
Recommended: 5 day / year PD - Dependant on the Industry Training Package (TP)
An application for Recognition of Prior Learning (RPL) based on the above previous learning / experience
and current knowledge can be made, by contacting your Program Specialist.
Examples:
Units from the course in the TP
Attended a PD Day at TAFE SA in 2018
Participated in some other forums/conventions
Undertake part-time work or voluntary work in the field of industry
Attend Industry Seminars and Presentations
Membership and related activities to peak body or Association
Conventions/Expos/Forums/Webinars/Training
Registration of “club” meetings
Industry Placements – “work experience”
Working in Industry
Evidence of activities undertaken is required to be maintained with TAFE SA.
Teachers are required to send scanned copies of their evidence through to the visa@tafesa.edu.au email
account.
TAFE SA will validate the evidence and confirm this through a return email.
Mandatory 2019 Staff Development
TAFE SA is conducting a mandatory short PD session for VET Co-ordinators and VET Teachers. This
session will cover the administrative aspects of the VET in Schools Agreements and compliance requirements
in readiness for VET delivery in 2020.
This session will be held on:
July School Holidays and August of 2019 – Online & on Campus
Registration Dates & Times TBC in the TAFE SA Newsletter
P a g e 7 | 79
Educational Currency Requirements
TAFE SA Educational Currency Requirements
TAFE SA have determined that all Trainers engaged in training and assessment will undertake a minimum of 9
hours of activity in relation to “educational currency” annually to ensure compliance.
As an extension of TAFE SA, Teachers delivering under an auspice agreement are required to meet the same,
as previously advised during the mandatory VISA Preparedness Sessions.
Under Auspice agreements, such as those held with Secondary Schools in the form of VET in Schools
Agreements, ASQA states the following:
Clause 1.16
The RTO ensures that all trainers and assessors undertake professional development in the fields of the
knowledge and practice of vocational training, learning and assessment including competency based training
and assessment.
What this Standard means for your RTO
Your RTO must ensure that all trainers and assessors undertake professional development in VET, and
specifically in competency based training and assessment. (This includes trainers and assessors employed or
contracted by your RTO and those engaged by a third party delivering training and assessment on behalf of
your RTO. However, arrangements about how this is paid for are a matter of negotiation between your RTO
and the people concerned.) The Standards do not prescribe how often professional development must occur,
but it must be sufficient to ensure they have current knowledge and skills in vocational training, learning and
assessment. Simply delivering training and assessment does not constitute professional development.
A guide to compliance
RTOs must retain evidence that all trainers and assessors have undertaken relevant professional development
in VET. The Standards do not prescribe what format this evidence takes, but you may choose to include
registers of development activities undertaken.
Examples of activities that contribute towards evidencing Educational Currency are:
1. Undertaking Diploma of Vocational Training or other similar VET focussed qualifications
2. Completion of TAE40116 and/or upgrades
3. Assessment Mapping and/or Validation refresher courses
4. Moderation of VET competency assessment - within school site or cross sector clusters - with an
experienced VET Practitioner (someone external to the school/s) present
5. Industry Pathways Programs Networks where content is focussed on competency based training and
assessment practices
6. Professional Reading and activities related to competency based training and assessment
methodologies eg webinars, workshops, reading
7. Collaboration between TAFE SA trainer and School teacher/trainer
8. Educational Currency Certificates issued by TAFE SA for courses taken under the Educational
Currency
Evidence of activities undertaken is required to be maintained with TAFE SA.
Teachers are required to send scanned copies of their evidence through to the visa@tafesa.edu.au email
account.
TAFE SA will validate the evidence and confirm this through a return email.
P a g e 8 | 79
School Obligations
Schools must ensure that all students undertaking study under a VISA Schedule must be recognised
as full-time secondary school student.
The school will need to make a commitment to providing information in a timely manner that accommodates
both TAFE SA and Secondary School Sector reporting requirements. TAFE SA will make every attempt to
provide the school with as much notice as possible when requesting information, however this could be a
minimum of 5 days in extreme cases.
Date Data Requirement
School to populate VISA spreadsheet with student data and submit to TAFE SA by
28 Febuary 2019
the due date – for Semester I & II
14 June 2019 Update VISA Spreadsheet with first semester results and send to TAFE SA
18 October 2019 Send second semester Year 12 results to TAFE SA
8 November 2019 Send second semester Year 10 and Year 11 results to TAFE SA
Submission of data is through the completion of the VISA spreadsheet being sent to the VISA@tafesa.edu.au
email account.
* School students will need to set up their online training profile with TAFE SA through myTAFESA. Go to the
TAFE SA website for details and resources to assist your students with this process
www.tafesa.edu.au/schools
Schools are required to keep all assessment and resulting evidence for a minimum of 2 years.
Promotion of VISA Courses
A school can only promote a VISA program when the Head Agreement or MAA and appropriate VISA
schedule have been signed by both TAFE SA and the school.
Anytime a VISA program is promoted to students or is referenced in any print form it must contain the following
quote:
“In partnership with TAFE SA”
Should a school need to promote a VISA program before the appropriate documentation has been finalised
then consent from TAFE SA is required and print materials must include the words
“anticipated delivery”
For further information please refer to the VISA Preparedness Training session PDF.
Resources for teaching and assessment
TAFEshop is Australia's 'One-Stop' site to browse and access high quality teaching and learning resources.
Offering a diverse range of advanced training and vocational educational resources specialising in Children's
Services, Nursing and Health, Hairdressing and Beauty, Hospitality, and Tourism.
You can register your account, browse through the product catalogues and purchase what you need. All
resources are developed by TAFE SA subject experts and comply with ASQA and the national training
package qualification requirements.
There are over 900 quality resources GO TO: https://shop.tafesa.edu.au or search www.tafesa.edu.au
P a g e 9 | 79
VET ‘top ups’, VET Shorts and other options
Only the units and qualifications listed in this document are available for school teachers to deliver in the
school based environment under a VISA.
For any additional units or full qualifications not listed within this document, there are other training and
assessment options on offer from TAFE SA outside of VISA.
Different options, methodologies and partnership arrangements can include:
Training Guarantee for SACE Students
www.tafesa.edu.au/apply-enrol/secondary-school-courses/training-
guarantee-for-sace-students
VET School Shorts under a Fee-For-Service agreement
www.tafesa.edu.au/courses/vet-shorts-for-schools
School-based Apprenticeships and Traineeships
www.tafesa.edu.au/apply-enrol/secondary-school-courses/school-based-
apprenticeships-and-traineeships
Contact your SSE Business & Compliance Officer to discuss these options or any other model that you would
like to consider.
Additional Links for more information
Training.gov.au (TGA) National Skills Standards Council Australian Skills Quality Authority (ASQA)
www.training.gov.au www.ivet.com.au/a/186.html www.asqa.gov.au
P a g e 10 | 79Annual Self-Assessment Checklist
ARE WE
ASQA AUDIT MANDATORY EVIDENCE REQUIREMENTS
READY?
Training and Does the school hold an MAA or HA for 2019 ☐
Assessment
Requirements for each TAE40116 Certificate IV in Training and Assessment ☐
Trainer/assessor
TAE40110 plus two units TAELLN411 & TAEASS502 by Dec 2018 ☐
Educational Currency – evidence of professional development in the ☐
area of competency based assessment = 9 hours
Industry Qualifications (vocational competence) as the specific ☐
teacher/trainer requirements as listed within the VISA Guide undertaken
in 2018
Industry Currency – evidence of professional development in the ☐
industry area of delivery undertaken in 2018.
VISA Preparedness Training – evidence of attendance OR evidence ☐
signed by all parties where only one representative is available to
attend the session, that school representative will be responsible for
sharing the content of the information session with all VET trainers
listed in the 2019 Agreements.
Facilities and Facilities and equipment required for each unit of competency has been ☐
Equipment identified and available.
Refer to VISA Course for detailed list ☐
Real Workplace or Simulated Environment will be utilised ☐
WHS requirements relevant to units of competency, the equipment and ☐
delivery site have been met.
Training Plan & VISA Schedule Request template - list of approved Units of ☐
Delivery Competency including Title, National Code and TAFE SA Code
Documentation
Course Lesson Delivery Plan Template ☐
Access to the correct version of the Training Package ☐
http://www.training.gov.au
Access to the individual Unit of Competency outlines ☐
http://www.training.gov.au
Training and OPTION 1: TAFE SA Learning Resources and Assessment Tools & ☐
Assessment Resources Mapping to be purchased.
OPTION 2: Learning Resources Assessment Tools & Mapping and
Validation templates to be completed.
Evidence to be provided by school ☐
P a g e 11 | 79ARE WE
ASQA AUDIT MANDATORY EVIDENCE REQUIREMENTS
READY?
All resources and Assessment items reflect correct titles and national ☐
codes
Student Information Processes should be in place and are available to inform all students of
the following, please list details:
Correct title and national code of the qualification and/or units: ☐
Course outcomes and pathways: ☐
Learning and assessment arrangements: ☐
TAFE SA RPL processes: ☐
Student support services: ☐
Complaints and appeals processes: ☐
Opportunities to provide feedback: ☐
Other program specific information: ☐
Feedback Processes for collecting, analysing and using feedback from students,
as a basis for improvement, in the following areas are in place and are
available to all students, please lis details:
Facilities and equipment ☐
Learning and Assessment resources ☐
Learning Needs Processes are in place to identify student learning needs and learning ☐
support requirements, please list details:
Records Management Normal record keeping by the school includes record keeping and ☐
reporting of VET undertaken by students.
P a g e 12 | 79ARE WE
ASQA AUDIT MANDATORY EVIDENCE REQUIREMENTS
READY?
Files maintained by the school contain verified qualifications of all staff ☐
and their ongoing professional development, and includes:
Vocational qualifications experience ☐
Educational Currency ☐
Industry Currency ☐
Training and Assessment qualifications ☐
Other professional development activities where relevant ☐
The school maintains current student files that include evidence of:
Counselling/Enrolment ☐
Induction/Orientation ☐
Participation/Communication ☐
Assessments & Results ☐
A TAFE SA SSE Business & Compliance Officer will be required to validate and confirm that the school has
in place the necessary delivery and assessment requirements prior to finalisation of a VISA schedule and
before delivery can commence as part of their site visit
P a g e 13 | 79VET IN SCHOOLS AGREEMENT (VISA)
All schools wishing to enter into a VISA auspiced arrangement with TAFE SA will need to consider which
options best meet the needs of their school. Two options are available for schools to undertake a VISA with
TAFE SA in 2019.
OPTION 1 – Full Kit
This option presents the least amount of effort required by a school and ensures a consistent approach
of delivering VET in a school setting.
Online learning resources available through TAFE SA Learn.
Assessment tools and mapping documentation.
Delivery plan template.
Currency for up to two staff listed on a VISA in 2019 (for 2020 schedules) in educational currency and
industry currency.
TAFE SA will provide student and lecturer resources for delivery through our online Learn (Moodle)
system.
All assessment, mapping and validation will be provided.
Templates for other documentation will be provided.
Professional Development (PD) – included:
Educational and industry currency for up to two staff listed on the schedule.
Opportunity for your teacher/trainer listed on the schedule, or you may consider using the additional PD
for succession planning.
Hardcopy resources can also be provided but will be at an additional cost per copy.
OPTION 2 – DIY Model
This option presents more effort required by both the school and TAFE SA and will require a more
detailed approach to approval of a VISA schedule.
School sources their own learning resources and assessment tools.
Mapping, validation and delivery plan templates to be completed by the school.
TAFE SA to conduct validation and audit.
PD – included:
Educational and industry currency for up to two staff listed on the schedule.
Opportunity for your teacher/trainer listed on the schedule, or you may consider using the additional PD
for succession planning.
Fee Structure
OPTION 1
A. $1250 – Up to and including eight units of competency.
B. $1550 – Over eight units of competency up to a full qualification.
OPTION 2
$800 – Base charge (plus $100 per unit).
Note: Additional fees apply for units not included in a VISA. (eg White Card and First Aid training).
P a g e 14 | 79Business, Information
Technology and Retail
Quality Guidelines Required by TAFE SA
• Business Services
• Information and Communications Technology
• Retail Services
P a g e 15 | 79BSB20115 – Certificate II in Business Services
BSB20115 is a new qualification therefore all previous documentation must be updated and approved
prior to delivery.
Packaging Rules - To be awarded the BSB20115 Certificate II in Business Services, competency must be
achieved in twelve units of competency - one core unit and eleven elective units.
Core Units
National Unit Title Nominal Tick to
Code hours select
BSBWHS201 Contribute to health and safety of self and others 20
Elective Units
National Unit Title Nominal Tick to
Code hours select
BSBIND201 Work effectively in a business environment 30
BSBWOR202 Organise and complete daily work activities 20
BSBINM201 Process and maintain workplace information 30
BSBCMM201 Communicate in the workplace 40
BSBWOR204 Use business technology 20
BSBITU212 Create and use spreadsheets 30
BSBITU112 Develop keyboard skills 40
BSBSUS201 Participate in environmentally sustainable work practices 20
BSBITU211 Produce simple word processed documents 60
BSBCUS201 Deliver a service to customers 40
BSBITU213 Communicate electronically 20
BSBADM101 Use business equipment and resources 15
Job Roles / Employment Outcomes
The BSB20115 Certificate II in Business Services is typically used to develop skills and knowledge at entry level
in a business or administration role. The qualification introduces the business sector, its culture, job roles and
workplace expectations. The units of competency cover essential work health and safety requirements,
communication skills, work planning, and basic use of equipment.
Job Titles May Include:
Administration Assistant
Electrical Worker
Data Entry Operator
Information Desk Clerk
Reception/Front Desk.
Application
The BSB20115 Certificate II in Business reflects the role of individuals who perform a range of mainly routine
tasks using limited practical skills and fundamental operational knowledge in a defined context, working under
supervision.
Specific Teacher / Trainer Requirements
Refer to Page 7
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
P a g e 16 | 79Facilities and Equipment
Assessment and training must be conducted in a real workplace or a simulated environment where the
simulation closely represents what occurs in the workplace and should seek to replicate an actual work
setting. It is highly recommended that the Simulated Business methodology be used.
An audit of the facility and proposed equipment will be conducted by TAFE SA annually and/or when
there is a new Training Package and/or the school requests that additional units be added to the
agreement.
If all necessary facilities and equipment, as outlined in this document, are not available students will
require work experience through their placements organised by the school.
Equipment requirements are as follows (may vary depending on the chosen Units of Competency):
Computers Photocopier
Printer Email Facility
Telephone (with EXT facility) Calculator
Coil binder Fax machine
Laminator Shredder
Binder Filing equipment/storage
Guillotine Digital Camera
WHS requirements, relevant to the Business Services Training Package have been identified and met
including:
Adequate WHS policies and procedures are in place so a simulated work environment can be delivered
in a safe manner.
Assessment Validation
1. Assessment Validation is the process of ensuring that assessment judgements are consistent and made on
a sound basis. The process takes place after an Assessment Decision has been made.
2. All assessments are required to be validated over a 5-year period. The Program Specialist will assist schools
with an Assessment Validation Plan.
Resources
TAFE SA recommends the use of resources that can be purchased through TAFEshop.
https://shop.tafesa.edu.au
P a g e 17 | 79ICT10115 – Certificate I in Information, Digital Media and Technology
Packaging Rules - To be awarded the ICT10115 Certificate I in Information, Digital Media and Technology,
competency must be achieved in six units of competency - four core units and two elective units.
Core Units
National Unit Title Nominal Tick to
Code hours select
ICTICT101 Operate a personal computer 30
ICTICT102 Operate word-processing applications 30
ICTICT103 Use, communicate and search securely on the internet 50
ICTICT104 Use digital devices 30
Electives Units
National Unit Title Nominal Tick to
Code hours select
ICTICT106 Operate presentation packages 25
ICTICT105 Operate spreadsheet applications 30
ICTICT107 Use personal productivity tools 20
ICT20115 – Certificate II in Information, Digital Media and Technology
Packaging Rules - To be awarded the ICT20115 Certificate II in Information, Digital Media and Technology,
competency must be achieved in 14 units - seven core units of competency and seven elective units of
competency.
Core Units
National Unit Title Nominal Tick to
Code hours select
BSBWHS201 Contribute to health and safety of self and others 20
BSBSUS201 Participate in environmentally sustainable work practices 20
ICTICT201 Use computer operating systems and hardware 60
ICTICT202 Work and communicate effectively in an ICT environment 40
ICTICT203 Operate application software packages 60
ICTICT204 Operate a digital media technology package 40
ICTWEB201 Use social media tools for collaboration and engagement 20
Electives Units
National Unit Title Nominal Tick to
Code hours select
ICTICT206 Install software applications 20
ICTSAS202 Apply problem-solving techniques to routine ICT 20
malfunctions
ICTSAS203 Connect hardware peripherals 20
ICTSAS206 Detect and protect from spam and destructive software 10
ICTSAS207 Protect and secure information assets 20
ICTSAS209 Connect and use a home based local wireless network 30
ICTICT205 Design basic organisational documents using computing 40
packages
P a g e 18 | 79Job Roles / Employment Outcomes
The ICT10115 Certificate I in Information, Digital Media and Technology is a pathway qualification, providing
students with foundation digital literacy skills to support a wide range of varying industry occupations.
Application
This qualification provides the skills and knowledge for individuals to safely perform foundation digital literacy
tasks using a personal computer and a range of software applications and digital devices.
Specific Teacher / Trainer Requirements
Refer to Page 7
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
Facilities and Equipment
See related IT checklists.
Delivery and Assessment Materials
Lesson Plans and modified assessments reflecting the current Training Package (ICT)
Assessment and Delivery Strategies according to VET Quality Framework National Standards -
http://www.asqa.gov.au
Resources to support the training
Resources
TAFE SA recommends the use of resources that can be purchased through TAFEshop.
https://shop.tafesa.edu.au
P a g e 19 | 79SIR20216 – Certificate II in Retail Services – SPECIFIED UNITS ONLY
Packaging Rules - To achieve SIR20216 Certificate II in Retail Services, the candidate must demonstrate
competency in twelve units of competency – seven core units and five elective units.
The selected units below from the Certificate II in Retail Services are available under a VISA agreement for
suitably qualified teachers.
Core Units
National Unit Title Nominal Tick to
Code hours select
SIRXCOM001 Communicate in the workplace to support team and 40
customer outcomes
SIRXIND001 Work effectively in a service environment 45
SIRXWHS001 Work safely 30
SIRXIND003 Organise personal work requirements 30
SIRXIND004 Plan a career in the retail industry 20
Job Roles / Employment Outcomes
The SIR20216 Certificate II in Retail Services is a pathway qualification, providing students with key
information/skills required to work in a retail environment. Individuals with this qualification can perform roles
such as:
Provide product and service advice in a retail store
Sell products and services in a variety of retail settings
Work as a checkout operator
Check stock and replenish shelves
Organise and maintain work areas and displays
Job Titles may include:
Sales assistant
Customer service assistant
Application
This qualification provides the skills and knowledge for an individual to be competent in a range of activities and
functions requiring basic retail operational knowledge and limited practical skills in a defined context. Work
would be undertaken in various retail store settings, such as specialty stores, supermarkets, department stores
and retail outlets. Individuals may work with some autonomy or in a team but usually under close supervision.
It is suitable for VET in schools and is designed for individuals with little or no industry experience however, work
experience is recommended.
Specific Teacher / Trainer Requirements
Refer to Page 7
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
P a g e 20 | 79Facilities
Assessment and training must be conducted in a real workplace or a simulated environment where the
simulation closely represents what occurs in the workplace and should seek to replicate an actual work setting.
An audit of the facility and proposed equipment will be conducted by TAFE SA annually and/or when there is a
new Training Package and/or the school requests that additional units be added to the agreement.
If all necessary facilities and equipment, as outlined in this document, are not available students will require work
experience through their placements organised by the school.
Facilities & Equipment:
Real or simulated retail work environment
Store relevant documentation
Store relevant Regulations
Customers
Assessment Validation
All Assessment Tools require validation by an Assessor holding a minimum TAE40110 Cert IV in Training and
Assessment or equivalent qualification and who is not the writer of the assessment.
TAFE SA will provide the Assessment Validation Template. Assessment Validation will be moderated by the
Program Specialist. As the result of moderating the Assessment Validation TAFE SA will support the school’s
continuous improvement process.
Other Resources
TAFE SA will assist with suitable student learning resources for schools or schools can negotiate to use their
own material. TAFE SA recommends the text ‘Retail Services’ to assist student’s learning.
Delivery materials and resources reflect correct titles and national codes as per www.training.gov.au
P a g e 21 | 79P a g e 22 | 79
CHC22015 - Certificate II in Community Services
Packaging Rules - To be awarded the CHC20115 Certificate II in Community Services, competency must be
achieved in nine units of competency - five core units of competency and four elective units of competency.
Core Units
National Code Unit Title Nominal Tick to
hours select
CHCCOM001 Provide first point of contact 35
CHCCOM005 Communicate and work in health or community 30
services
CHCDIV001 Work with diverse people 40
HLTWHS001 Participate in work health and safety 20
BSBWOR202 Organise and complete work activities 20
Children’s Services Elective Units
National Code Unit Title Nominal Tick to
hours select
HLTFSE001 Follow basic food safety practices 30
CHCECE002 Ensure the health and safety of children 63
CHCECE004 Promote and provide healthy food and drinks 35
HLTAID004 Provide an emergency first aid response in an 20
education and care setting
CHCGRP001 Support group activities 30
To be delivered by an accredited first aid training provider
HLTAID003 Provide first aid 18
*Other Children’s Services electives are available for students to complete via a VET for Schools
arrangement, where TAFE SA provides the training for a fee.
Job Roles / Employment Outcomes
The CHC22015 Certificate II in Community Services is a pathway qualification, providing students with key
information/skills required to work in a community services work environment.
Application
This qualification is typically used to develop skills and knowledge in community services work and reflects
vocational outcomes that apply specifically to workers who provide assistance and support to clients accessing
a broad range of services.
Licensing/regulatory considerations
There are no specific licences that relate to this qualification however to work in the Children’s Services
Sector you must have:
Provide First Aid currency (Senior First Aid)
Child related Criminal Employment screening before placement (students)
A copy of the students HLTAID003 Provide first aid or HLTAID004 Provide an emergency first aid
response in an education and care setting certificate needs to be submitted with the VET in Schools
results, so that this result can be verified. TAFE SA deliver both courses; Contact TAFE SA First Aid Program
8348 4036 firstaidservices@tafesa.edu.au
P a g e 23 | 79P a g e 24 | 79
Specific Teacher / Trainer Requirements
Refer to Page 7
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
Facilities and Equipment
Access to a Child Care Centre; *Placement in a Regulated Child Care Centre is a requirement where the
units “Promote and provide healthy food and drinks” and “Ensure the health and safety of children” is
used under a VISA arrangement. (Discuss with your program specialist).
A minimum of 5 days placement in a regulated Childcare Centre (7 hours plus breaks)
Delivery and Assessment Materials
Lesson Plans and modified assessments reflecting the current Training Package (CHC)
Assessment and Delivery Strategies according to VET Quality Framework National Standards -
http://www.asqa.gov.au
Resources to support the training
Other Resources
TAFE SA recommends the use of TAFE SA/TAFE WA Learning Guides for Children’s Services. These can be
purchased through TAFEshop at https://shop.tafesa.edu.au.
P a g e 25 | 79HLT23215 – Certificate II in Health Support Services
Packaging Rules - To achieve this qualification, the candidate must demonstrate competency in twelve units
of competency: four core units and eight elective units.
Core Units
National Unit Title Nominal hours Tick to
Code select
HLTWHS001 Participate in Workplace Health & Safety 20
CHCCOM005 Communicate and work in health or community services 30
HLTINF001 Comply with infection prevention and control policies and
40
procedures
CHCDIV001 Work with diverse people 40
Elective Units
National Code Unit Title Nominal hours Tick to
select
CHCCCS010 Maintain high standard of service 30
CHCCCS012 Prepare and maintain beds 15
HLTFSE001 Follow basic food safety practices 30
CHCCCS026 Transport individuals 20
HLTWHS005 Conduct manual tasks safely 30
BSBFLM312 Contribute to team effectiveness 40
BSBWOR301 Organise personal work priorities and development 30
BSBINM201 Process and maintain workplace information
Job Roles / Employment Outcomes – HLT23215 Certificate II in Health Support Services
The HLT23215 Certificate II in Health Support Services is an entry-level qualification, providing students with
key information/skills required to work in a health support environment.
Application
This qualification covers workers who provide support for the effective functioning of health services. These
workers do no provide direct care assistance functions such as assisting other staff with care of clients. It is
suited to an Australian Apprenticeship pathway.
Licensing / Regulatory Considerations
There are no specific licences that relate to this qualification however to work in the Health Sector you must
have:
Apply First Aid currency (Senior First Aid) Contact TAFE SA First Aid Program 8348 4036
firstaidservices@tafesa.edu.au
Child related Criminal Employment screening before placement (students)
Specific Teacher / Trainer Requirements
Refer to Page 7
A teacher holding a qualification in Physical Education or with a Nursing background then HLTAP301B
Recognise healthy body systems in a health care context can be delivered.
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
P a g e 26 | 79Facilities and Equipment
The generic units of competency do not require specific facilities and equipment. If training is to be provided in
the school by TAFE SA in specialist units for example Acute Care or Personal Care Skills units then the
following equipment and resources would be required as a minimum.
A comprehensive list can be supplied on request.
Beds and equipment to hospital / aged care Slide sheets
standards – a minimum
1 bed per 6 students Blood glucose monitoring kits
Each bed should meet current industry Blood presusure monitor
standards for safety and be fully dressed with
hospital grade linens.
Wheelchair scales
Shower chair Toilet raiser
Commode Bedpan
Walking frame Bed screen
Consumables:
PPE Shower cubicle
Detergents Toilet
Reporting forms Handbasin
Delivery and Assessment Materials
Delivery and assessment need to be planned and endorsed by TAFE SA program specialist.
This course uses TAFE SA Community Services Online Classroom utilizing the Moodle platform and
for conformity of training, this should be utilised. Ask the program specialist about access and login
fees.
http://cshtafe.com/moodle/
By negotiation delivery and assessment resources may be used from the TAFEshop:
https://shop.tafesa.edu.au/LOR/Home.aspx
Resources to support the training
P a g e 27 | 79SIS20115 - Certificate II in Sport and Recreation
Packaging rules: To be awarded SIS20115 Certificate II in Sport and Recreation, competency must be
achieved in thirteen units of competency: eight core units and five electives units selected from the electives
list in this qualification.
Core Units
National Unit Title Nominal Tick to
Code hours select
BSBWOR202 Organise and complete daily work activities 20
HLTWHS001 Participate in workplace health and safety 20
SISXCAI002 Assist with activity sessions 15
SISXCCS001 Provide quality service 25
SISXEMR001 Respond to emergency situations 18
SISXIND001 Work effectively in sport, fitness and recreation 25
environments
SISXIND002 Maintain sport, fitness and recreation industry knowledge 30
HLTAID003 Provide first aid To be delivered by TAFE SA or an 18
accredited first aid training provider
Elective Units
National Code Unit Title Nominal Tick to
hours select
BSBSUS201 Participate in environmentally sustainable work practices 20
SISCAQU002 Perform basic water rescues 10
SISXCAI001 Provide equipment for activities 10
SISXFAC001 Maintain equipment for activities 5
SISXFAC002 Maintain sport, fitness and recreation facilities 14
FSKDIG03 Use digital technology for routine workplace tasks 15
SISOCYT201A Select, set up and maintain a bike 10
SISOCYT202A Demonstrate basic cycling skills 12
SISOKYK201A Demonstrate simple kayaking skills 20
Job Roles / Employment Outcomes
The indicative job roles for SIS20115 Certificate II in Sport and Recreation qualification include: activity
assistant/customer service assistant.
Application
This qualification provides the skills and knowledge for an individual to be competent in a range of activities and
functions with a focus on customer contact such as assisting with the conduct of recreation activities, and facility
maintenance and operations. Work may be undertaken as part of a team and would be performed under
supervision. Work would be undertaken in locations such as community recreation centres or facilities, indoor
recreation facilities and leisure and aquatic centres.
Specific Teacher / Trainer Requirements
Refer to Page 7
Knowledge of the Early Years Learning Framework - http://education.gov.au/early-years-learning-
framework
PD or Strategies for Maintaining Currency of Experience
Refer to Page 7
P a g e 28 | 79Facilities and Equipment
Prior to any school seeking a VISA arrangement with TAFE SA, a full audit of the facility and the proposed
equipment needs to be conducted by TAFE SA. In most instances, these units will require specialised
equipment that meets the requirements of the specific unit of competency and / or qualification requested.
Delivery and Assessment Materials
There are some useful resources that schools can purchase from Service Skills Australia
http://www.serviceskills.com.au/ specific for this qualification.
Training must be done in appropriately simulated environments and should address all performance
elements and critical aspects of assessment for each unit of competence. Where activity specific units
of competency are delivered, training and assessment must be conducted in the real environment.
Resources to support the training
P a g e 29 | 79SIS20213 – Certificate II in Outdoor Recreation
Packaging Rules - To achieve this qualification, the candidate must demonstrate competency in fifteen units
of competency: five core units and ten elective units.
Core Units
National Code Unit Title Nominal Tick to
hours select
SISOODR201A Assist in conducting outdoor recreation sessions 20
SISOOPS201A Minimise environmental impact 10
SISXIND101A Work effectively in sport and recreation environments 25
SISXOHS101A Follow occupational health and safety policies 10
HLTAID003 Provide first aid 18
Electives Units - The choice of electives must include both units from at least one of the specialisation
groups, i.e. Bushwalking, Canoeing – Flat Water etc. The remaining 8 can be any from the list below.
National Code Unit Title Nominal Tick to
hours select
Canoeing – Flat Water
SISOCNE202A Perform deep water rescues 20
SISOCNE201A Demonstrate simple canoeing skills 20
Kayaking
SISOCNE202A Perform deep water rescues 20
SISOKYK201A Demonstrate simple kayaking skills 20
Cycling
SISOCYT201A Select, set up and maintain a bike 10
SISOCYT202A Demonstrate basic cycling skills 12
Bushwalking
SISOBWG201A Demonstrate bushwalking skills in a controlled 10
environment
SISONAV201A Demonstrate navigation skills in a controlled environment 10
Snorkelling
SISOSNK201A Demonstrate snorkelling activities 10
SISXCAI102A Assist in preparing and conducting sport and recreation 15
sessions
Abseiling – Natural Surfaces
SISOABN201A Demonstrate abseiling skills on natural surfaces 12
SISOABN202A Safeguard an abseiler using a single rope belay system 15
Surfing
SISOSRF201A Demonstrate surf survival and self-rescue skills 15
SISOSRF202A Demonstrate basic surfing manoeuvres in controlled 15
conditions
General Electives
SISOOPS202A Use and maintain a temporary or overnight site 10
SISXFAC207 Maintain sport, fitness and recreation equipment for 5
activities
SISXFAC208 Maintain sport, fitness and recreation facilities 7
SISOINT201A Conduct interpretation within an outdoor activity 30
SITXFSA101 Use hygienic practices for food safety 15
ICTICT203 Operate application software packages 60
P a g e 30 | 79Job Roles/Employment Outcomes
The SIS20213 Certificate II in Outdoor Recreation provides the skills and knowledge in performing core skills
in outdoor recreation in jobs such as outdoor activity assistant and outdoor participant.
Application
This qualification provides the skills and knowledge to work in fields locations such as in camps, indoor recreation
centers or in differing environments such as water-based and dry-land terrains using a diverse range of
equipment. This qualification is suited to Australian Apprenticeship pathways
Specific Teacher / Trainer Requirements
Refer to Page 7
Industry experience requirements – only necessary for activity specific units for competence (i.e.:
cycling/kayaking units).
Knowledge of the Early Years Learning Framework - http://education.gov.au/early-years-learning-
framework
PD or Strategies for Maintaining Currency of Experience
Refer to Page 7
Facilities and Equipment
For the delivery of the SIS20115 Certificate II in Community Activities and SIS20213 Certificate II in Outdoor
Recreation, schools should ensure adequate equipment for activity specific units (i.e.: Cycling units need access
to bicycles) and for general sport, fitness and recreation equipment and facilities.
Access to aquatic environments is a must for the delivery of aquatic units from this qualification.
Delivery and Assessment Materials
There are some useful resources that schools can purchase from Service Skills Australia
http://www.serviceskills.com.au/ specific for this qualification.
Training must be done in appropriately simulated environments and should address all performance
elements and critical aspects of assessment for each unit of competence. Where activity specific units
of competency are delivered, training and assessment must be conducted in the real environment (i.e.:
kayaking, cycling etc.)
Resources to support the training
P a g e 31 | 79P a g e 32 | 79
AUR10116 – Certificate I in Automotive Vocational Preparation
Packaging Rules - To achieve this qualification, the candidate must demonstrate competency in eight units of
competency: five core units and three elective units
Core Units
National Unit Title Nominal Tick to
Code hours select
AURETROO3 Identify automotive electrical systems and components 25
AURLTA001 Identify automotive mechanical systems and components 25
AURASA001 Apply automotive workplace Safety fundamentals 10
AURAEA001 Identify environmental and sustainability requirements in an 20
automotive service or repair workplace
Use and maintain tools and equipment in an automotive
AURTTK002 20
workplace
Elective Units
National Unit Title Nominal Tick to
Code hours select
AURTTA001 Remove and tag steering, suspension and braking system 15
components
AURTTE003 Remove and tag engine system components 15
AURETR006 Solder electrical wiring and circuits 20
AURTTA003 Use and maintain basic mechanical measuring devices 15
AURAFA001 Use numbers in an automotive workplace 10
AURAFA002 Read and respond to automotive workplace information 10
AURTTA002 Assist with automotive workplace activities 10
Pathway towards AUR20716 – Certificate II in Automotive Vocational Preparation
Core Units Packaging Rules - To achieve this qualification, the candidate must demonstrate competency in
twelve units - seven core units and five elective units.
Core Units
National Unit Title Nominal Tick to
Code hours select
AURETROO3 Identify automotive electrical systems and components 25
AURLTA001 Identify automotive mechanical systems and components 25
AURASA002 Follow safe working practices in an automotive workplace 10
Follow environmental and sustainability best practice in an
AURAEA002 20
automotive workplace
Use and maintain tools and equipment in an automotive
AURTTK002 20
workplace
AURAFA003 Communicate effectively in an automotive workplace 20
AURAFA004 Resolve routine problems in an automotive workplace 20
P a g e 33 | 79Elective Units
National Unit Title Nominal Tick to
Code hours select
AURTTA001 Remove and tag steering, suspension and braking system 15
components
AURTTJ003 Remove and tag engine system components 15
AURETR015 Inspect, test and service batteries 10
AURTTJ003 Remove and replace wheel and tyre assemblies 20
AURETR006 Solder electrical wiring and circuits 20
AURTTA003 Use and maintain basic mechanical measuring devices 15
AURPTE002 Inspect and service outdoor power equipment engines 20
AURTTA002 Assist with automotive workplace activities 10
Description/Job Roles/employment outcomes
The cluster of units cover the skills and knowledge required to perform a limited range of tasks related to
familiarisation and inspection of mechanical and electrical components and systems of cars, heavy vehicles,
outdoor power equipment, bicycles, marine craft and motorcycles.
These units help prepare prospective employees to undertake work in the broader automotive industry.
Job roles related to this qualification include:
Vehicle service assistant Trainee serviceperson
Automotive service assistant Automotive trainee
Licensing/regulatory considerations
There are no specific licenses that relate to this cluster of units.
Additional Qualification advice
This cluster of units provide individuals with an introduction to the automotive industry as well as some of the
basic skills needed. It is an appropriate level for an individual undertaking work experience, or in a
probationary period in employment.
Specific Teacher / Trainer Requirements
Refer to Page 7
PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
Facilities and Equipment
Schools must be able to provide the physical resources (workspace, specialised equipment such as hoists,
jacks, etc., tools for testing and servicing, basic hand tools and required consumables.), as well as hold the
teacher requirements to deliver any units within this qualification. It may be that the school is only able to
deliver some competencies within this qualification. Where this is the case, the school would need to negotiate
(in advance) with the TAESA automotive program for assistance to complete the qualification.
Delivery and Assessment Strategies
Lesson Plans and modified assessments reflecting the current Training Package (AUR)
Assessment and Delivery Strategies according VET Quality Framework National Standards -
http://www.asqa.gov.au
Resources to support the training
P a g e 34 | 79CPC10111 Certificate I in Construction
Packaging Rules - To achieve this qualification, the candidate must demonstrate competency in eleven units
of competency: eight core units and three elective units.
Core Units
National Code Unit Title Nominal Tick to select
hours
CPCCCM1012A Work effectively and sustainably in the construction 20
industry
CPCCCM1013A Plan and organise work 20
CPCCCM1014A Conduct workplace communication 20
CPCCCM2001A Read and interpret plans and specifications 36
CPCCCM2005B Use construction tools and equipment 96
CPCCOHS2001A Apply OHS requirements, policies and procedures in 20
the construction industry
CPCCVE1011A Undertake a basic construction project 40
CPCCWHS1001* Prepare to work safely in the construction industry 6
(white card)* *To be delivered by TAFE SA
Elective Units
National Code Unit Title Nominal Tick to select
hours
CPCCCM1015A Carry out measurements and calculations 20
CPCCCM2004A Handle construction materials 16
CPCCCM2006B Apply basic levelling procedures 8
Job Roles / Employment Outcomes
There are no specific job outcomes to the CPC10111 Certificate I in Construction, but the skills achieved will
assist in successfully undertaking a Certificate II pre-vocational program or job outcome qualification, or will
facilitate entry into an Australian Apprenticeship.
Application
This Certificate I in Construction provides an introduction to the construction industry, its culture, occupations,
job roles and workplace expectations. The units of competency cover essential work health and safety
requirements, the industrial and work organisation structure, communication skills, work planning, and basic use
of tools and materials. The qualification is built around a basic construction project unit that integrates the skills
and embeds the facets of employability skills in context. The qualification is suited to VET in Schools programs
or learners with no previous connection to the construction industry or relevant employment history.
The construction industry strongly affirms that training and assessment leading to recognition of skills must be
undertaken in a real or very closely simulated workplace environment and this qualification requires all units of
competency to be delivered in this context. A substantial period of work placement is recommended to ensure
the unit outcomes are met.
Licensing/regulatory considerations
*Completion of the general induction training program specified by the National Code of Practice for Induction
Training for Construction Work (ASCC 2007) is required before entering a construction work site. Achievement
of unit CPCCWHS1001 covers this regulatory OHS requirement before access to any building and construction
work site.
Specific Teacher / Trainer Requirements
Refer to Page 7
P a g e 35 | 79PD or Strategies for Maintaining Industry Currency of Experience
Refer to Page 7
Facilities and Equipment
Specific equipment required for the units identified as prescribed by the visiting/auditing TAFE SA program
specialist.
Hand Tools may include:
Cutting, planning, boring, shaping, fixing, fastening and percussion tools
Material shifting and holding tools
Setting out, marking out and levelling tools.
Power and pneumatic tools may include:
Portable, electrical, pneumatic and gas driven tools, including their leads and hoses.
Plant and Equipment include:
240v power supplied
Compressors
Generators
Hand held or small single person operated equipment
Pneumatic driven
Delivery and Assessment Materials
The construction industry strongly affirms that training and assessment leading to recognition of skills
must be undertaken in a real or very closely simulated workplace environment and this qualification
requires all units of competency to be delivered in this context. A substantial period of work placement
is recommended to ensure the unit outcomes are met.
Lesson Plans and modified assessments reflecting the current CPC08 Construction, Plumbing
Services Training Package. Assessment and Delivery Strategies according VET Quality Framework
National Standards - http://www.asqa.gov.au
Resources to support the training
Other Resources
The Building and Construction workgroup will make available specific session plans and topic workbooks,
validated assessment tolls and appropriate learning materials.
P a g e 36 | 79You can also read
