CUE03 Entertainment Training Package

Release: 3.2

Contents

Modification History	3

CUE03 Entertainment Training Package	10

Preliminary Information	11

History	11

Overview	12

Historical and General Information	16

Introduction to the Industry	17

Mapping to Previous Training Package	18

Qualifications Framework	28

Whole of Industry Qualification Information	33

List of AQF Qualifications	34

Qualification Pathways	35

List of all units in CUE03 Entertainment Training Package	38

Skill Sets	53

Employability Skills	53

Assessment Guidelines	54

Competency Standards	63

Appendices	68

Modification History

Version Modification History

Version	Release Date	Comments
3.2	March 2012	Addition of reference to the ‘National Standard for ‘Licensing Persons Performing High Risk Work’ and the ‘National Code of Practice for Induction for Construction Work’ to the section on licensing, legislative, regulatory or certification considerations in the following qualifications: CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations) Inclusion of additional elective units to: CUE20103 Certificate II in Live Production, Theatre and Events CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE50303 Diploma of Live Production, Theatre and Events (Technical production) CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) Minor amendment of terminology in packaging rules in all qualifications to reflect original intent which was erroneously interpreted when applying NQC flexibility rules.
3.1	November 2010	Inclusion of the NQC flexibility rules relating to the mix of importable units and provision for access to accredited courses to the following qualifications: CUE20103 Certificate II in Live Production, Theatre and Events CUE30303 Certificate III in Venues and Events (Customer Service) CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations) CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE40403 Certificate IV in Venues and Events (Customer Service) CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) CUE50403 Diploma of Venues and Events CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) CUE60303 Advanced Diploma of Stage Management CUE60403 Advanced Diploma of Venues and Events Inclusion of business continuity units into the elective pool for the following qualifications: CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE40403 Certificate IV in Venues and Events (Customer Service) CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) CUE50403 Diploma of Venues and Events CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) CUE60303 Advanced Diploma of Stage Management CUE60403 Advanced Diploma of Venues and Events Inclusion of appropriate sustainability unit from Business Services training package into the elective pool of: CUE20103 Certificate II in Live Production, Theatre and Events CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations) CUE30303 Certificate III in Venues and Events (Customer Service) CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE40403 Certificate IV in Venues and Events (Customer Service) CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) CUE50403 Diploma of Venues and Events CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) CUE60303 Advanced Diploma of Stage Management CUE60403 Advanced Diploma of Venues and Events Inclusion of specific reference to knowledge relating to sustainability issues in screen and media in the following units: CUEIND01C Source and apply entertainment industry knowledge – now CUEIND301D This affects the following qualifications: CUE20103 Certificate II in Live Production, Theatre and Events CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations) CUE30303 Certificate III in Venues and Events (Customer Service) CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE40403 Certificate IV in Venues and Events (Customer Service) CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) CUE50403 Diploma of Venues and Events CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) CUE60303 Advanced Diploma of Stage Management CUE60403 Advanced Diploma of Venues and Events
Update of references to DEST - now the Department of Education, Employment and Workplace Relations (DEEWR). Correction of references to the following units: BSBCMP501A corrected to BSBCOM501B BSBMGT508B corrected to BSBMGT501A BSBPUR301A corrected to BSBPUR301B BSBSUS101A corrected to BSBSUS201A CUELGT05C corrected to CUFLGT302A CUELGT06C corrected to CUFLGT402A CUELGT09B corrected to CUFLGT101A CUSGEN02B corrected to BSBDIV301A CUSGEN03B corrected to BSBWOR502A CUSGEN05B corrected to BSBCMM401A CUVDES01B corrected to BSBDES301A CUVDES02B corrected to BSBDES302A CUVDES03A corrected to BSBDES303A CUVDES05B corrected to BSBDES402A CUVDSP01B corrected to BSBDES304A CUVDSP04B corrected to BSBDES305A THHGLE22A corrected to BSBRSK501A. Correction of the following unit titles: CUFMUP402A Maintain make-up and hair continuity CUFSFX301A Maintain and repair special effects items. Removal of Appendix E and integration of units from Appendix E into lists of specialist and elective units in relevant qualifications. All units transferred into the DEEWR approved unit template and content reformatted to comply with general requirements for unit descriptors and application of the unit statements. Codes of imported units updated (where amendments have been made through parent Training Package reviews). Addition of reference to the ‘National Code of Practice for Induction for Construction Work’ to the section on licensing, legislative, regulatory or certification considerations in CUE20103 Certificate II in Live Production, Theatre and Events. Addition of reference to the ‘National Standard for ‘Licensing Persons Performing High Risk Work’ and the ‘National Code of Practice for Induction for Construction Work’ to the section on licensing, legislative, regulatory or certification considerations in the following qualifications: CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production) Typographical corrections.
3.0	January 2008	Addition of six new units of competency: CUECOS302A Dress Performers CUECOS303A Modify, repair and maintain costumes CUECOS405A Coordinate costume manufacture CUEPRP501A Conceive, develop and realise props designs CUESET302A Make sets CUESET501A Conceive, develop and realise set designs Incorporation of Employability Skills in units of competency and within qualifications Unit codes changed to reflect mandatory ES changes Replacement of CUE10103 Certificate I in Live Production, Theatre and Events with CUF10107 Certificate I in Creative Industries Updating of construction and manufacturing qualifications arising from review of CUF01 Film TV Radio and Multimedia Training Package as detailed: Replacement of CUE30103 Certificate III in Live Production, Theatre and Events (Construction and Manufacturing) with CUF30307 Certificate III in Scenery and Set Construction Replacement of CUF40203 Certificate IV in Make-up with CUF40407 Certificate IV in Make-up Replacement of CUE40203 Certificate IV in Costume for Performance with CUF40507 Certificate IV in Costume for Performance Replacement of CUE40103 Certificate IV in Live Production, Theatre and Events (Construction and Manufacturing) with CUF40607 Certificate IV in Scenery and Set Construction Replacement of CUE50203 Diploma of Costume Performance with CUF50507 Diploma of Costume for Performance CUF50203 Diploma of Make-up with CUF50507 Diploma of Specialist Make-up Services Replacement of CUE50103 Diploma of Live Production, Theatre and Events (Construction and Manufacturing) with CUF50607 Diploma of Scenery and Set Construction Deletion of THT50203 Diploma of Event Management Imported units updated (where amendments have been made through parent Training Package reviews)
2.0	01/09/04	Code CUEOH01B corrected in qualification details for CUE30303 and CUE40403 respectively.
1.0	30/11/03	CUE03 – Review of Training Package.
1.0	1998	Primary release.

CUE03 Entertainment Training Package

Copyright Statement
© 2012 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the FNS10 Financial Services Training Package version 3.0.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEEWR or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEEWR and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEEWR and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education, Employment and Workplace Relations, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites

Published by:	Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 www.ibsa.org.au email reception@ibsa.org.au
Print Version Number:	3.2
Release Date:	March 2012
Review Date:	28 February 2007

Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 3.2 - check whether this is the latest version by going to the National Training Information Service ( www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Industry Skills Council at http://www.ibsa.org.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement).

History

This is the third edition of the Entertainment Training Package providing improved national qualifications for vocational education and training in the industry. The Training Package covers diverse occupations in the entertainment industry, ranging from stage managers, vision system specialists to front of house personnel. The Training Package also includes much needed qualifications in higher level lighting and set design occupations. This edition of the Training Package includes information about Employability Skills and comes at a time when creativity and innovation have been identified as integral skills not only for cultural practitioners but importantly for all other employees as well. The inclusion of specific standards for set and lighting design enable creativity and innovation to be identified, taught and assessed by workplace enterprises, venues, theatres and entertainment bodies. Cultural practitioners are now able to gain formal recognition for their skills and knowledge, regardless of where they acquired those skills — whether in education institutions, through practical experience or through a combination of both. IBSA’s priority is to ensure that the Training Package, originally developed by the former CREATE Australia, is implemented effectively. IBSA and its State and Territory ITABs will work in partnership with the entertainment industry and registered training organisations to develop innovative and practical training arrangements. We are committed to ensuring the package’s use across Australia. Many people helped make this Training Package a reality. Thank you to the tireless members of the National Project Reference Group, cultural project working groups, entertainment industry, peak bodies in entertainment and State and Territory industry training advisory bodies. Special thanks also go to the IBSA Board and its dedicated staff and talented consultants. And thank you to the many individuals and organisations across the entertainment industry who donated their valuable time so generously to help us develop this Training Package.

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

• provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

• enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

• encourages the development and delivery of flexible training which suits individual and industry requirements

• encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2007 (AQTF 2007), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace,

off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2007.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2007. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved

to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the "packaging rules". The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Where such materials have been quality assured through a process of "noting" by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability < www.ntis.gov.au>

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example CUE03. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example CUE20103. Qualification codes are developed as follows:

• the first three letters identify the Training Package;

• the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

• the next two numbers identify the position in the sequence of the qualification at that level; and

• the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

• a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in CUECOS302A;

• the first three characters signify the Training Package - CUE03 - in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

• the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B", or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

• where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

• first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

• this is followed by the words "in" for Certificates I to IV, and "of" for Diploma, Advanced

Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

• then, the industry descriptor, for example Telecommunications; and

• then, if applicable, the occupational or functional stream in brackets, for example

(Computer Systems).

For example:

•	CUE20103 Certificate II in Live Production, Theatre and Events

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

•	CUEAUD01C Repair and maintain vision systems

Historical and General Information

The Entertainment Training Package is one of a suite of Training Packages within the cultural industries. The cultural industries comprise the following sectors: community cultural development entertainment interactive digital media library and information services museums, galleries and cultural heritage sites screen and media visual arts, craft and design. Changes to the Entertainment Training Package resulted from reviews to other Cultural Industries Training Packages. The changes have been made as part of IBSA’s commitment to the continuous improvement of its training products and services. The Entertainment Training Package has not undergone a full review, and this publication reflects changes arising from the review of the CUF01 Film TV Radio and Multimedia Training Package and the CUS01 Music Training Package. It also takes into account Training Package development requirements as outlined in The Training Package Development Handbook which can be accessed online at www.tpdh.deewr.gov.au. The development process which led to the first release of CUE03 was undertaken within a context of consultation and feedback from industry and potential providers. A number of underpinning principles were articulated, including: maximisation of flexibility to meet a range of different applications and contexts maximisation of opportunity to draw units from other relevant Training Packages to increase flexibility, pathways and recognition incorporation wherever possible of relevant units from other Training Packages or initiatives ensuring that a user who wishes to focus on a single specialisation is able to do so ensuring that a user who wishes to undertake an eclectic mix across specialisations is able to do so ensuring that a user with a small business focus is able to select appropriate units ensuring that design fundamentals are articulated and underpin all other design specialisations ensuring that there are appropriate pathways in entertainment production, design and management development of a package with a manageable number of qualifications. The qualifications are not courses and the units of competency are not curriculum documents. Conceptually, units represent logical chunks of work and the combination of units in qualifications reflect a whole job role. Guided by the packaging rules, registered training organisations (RTOs) select units that cover the skills required in whatever job roles they wish to target in courses. The qualification structure allows them to decide what they will teach, when and how. It describes the outcomes of training but leaves the detailed decision making and implementation to RTOs.

Introduction to the Industry

Acting on behalf of the Australian government, and working within the scope of vocational education and training (VET), the Department of Education, Employment and Workplace Relations (DEEWR) works to ensure that Australian industries have access to the people and skills they need, both to maintain existing operations, and to achieve competitive and opportunityled change. In July 2004, the then Australian National Training Authority (ANTA) established the Innovation and Business Industry Skills Council (which trades as Innovation and Business Skills Australia, or IBSA) to assist industry and governments to identify and coordinate activities directed towards meeting the people and skill needs of six key industry sectors of the Australian economy. These industry sectors include: business services cultural industries education financial services information and communication technologies (ICT) printing. These industries are important contributors to Australia’s economy, both in their own right and because their skills underpin growth in other industries. An important trend in the innovation and business industries is the blurring of sectoral borders due to converging technologies. Examples include the convergence of telecommunications and information technology, the overlap between printing and the cultural industries in areas such as graphic design and digital media, and the overlap between printing and ICT in areas such as variable data printing and business process control. Such overlaps and areas of common interest will create the need for shared protocols. Other important trends affecting the industries include the increased demand for blended, flexible workforces, transferable skills and employability skills. These skills are required in areas such as innovation, business, finance, information technology, OHS and training compliance. The innovation and business industries have a high level of occupational spillage, with a significant proportion of people in innovation and business occupations employed in other industries. Meeting the needs of such a workforce is a challenge for the industry and for the training sector. A significant number of occupations in this industry fall within the ABS definition of knowledge workers (which includes managers, administrators, professionals and associate professionals). These workers are vital to Australia’s continued economic success. The cultural industries comprise screen and media, music and entertainment, museum and library/information services, and visual arts, craft and design. As with many other sectors, technological convergence is affecting the way people work in the creative industries. In a study for IBSA, the Centre for International Economics stated that ‘convergence is redefining the boundaries between industries – many of the cultural and creative industries that were once separate now need similar skills’. (Source: Cultural Industries Research Project report prepared for IBSA by the Centre for International Economics, p. 23) The cultural industries contributed around 1.4% of Australia’s GDP in 2004–05. Exports of cultural goods, including books and works of art, totalled $576 million in 2002–03, or 0.5% of all goods exported from Australia; some 41% of these exports were to New Zealand. Cultural imports totalled $3 342 million, or 2.5% of all goods imported; most came from China, the United Kingdom and the United States, and the major items imported were television receivers, radio broadcast receivers and printed books. Australia’s total overseas earnings from cultural and recreational services in 2002–03 were $342 million, while payments to other countries totalled $986 million. Of these payments, 69% were for audiovisual and related services, while music royalties accounted for about 21%. (Source: Australian Government Department of Education, Science and Training, Industry Skills Report – Innovation and Business (December 2006), pp 5, 9)

Mapping to Previous Training Package

1. Mapping of qualifications

Qualification code and title CUE03 Version 3.1	Qualification code and title CUE03 Version 3.2	Mapping details
CUE20103 Certificate II in Live Production, Theatre and Events	CUE20103 Certificate II in Live Production, Theatre and Events	Minor amendment of terminology in packaging rules Inclusion of elective unit CUSMKG301A Assist with promotion of creative acts.	E
CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations)	CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations)	Minor amendment of terminology in packaging rules Addition of reference to the ‘National Standard for ‘Licensing Persons Performing High Risk Work’ and the ‘National Code of Practice for Induction for Construction Work’ to the section on licensing, legislative, regulatory or certification considerations	E
CUE30303 Certificate III in Venues and Events (Customer Service)	CUE30303 Certificate III in Venues and Events (Customer Service)	Minor amendment of terminology in packaging rules	E
CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations)	CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations)	Minor amendment of terminology in packaging rules Inclusion of elective unit: CPCCOHS2001 Apply OHS requirements, policies and procedures in the construction industry	E
CUE40403 Certificate IV in Venues and Events (Customer Service)	CUE40403 Certificate IV in Venues and Events (Customer Service)	Minor amendment of terminology in packaging rules	E
CUE50303 Diploma of Live Production, Theatre and Events (Technical Production)	CUE50303 Diploma of Live Production, Theatre and Events (Technical Production)	Minor amendment of terminology in packaging rules Inclusion of elective units: CPCCOHS2001 Apply OHS requirements, policies and procedures in the construction industry TLID1007C Operate a forklift	E
CUE50403 Diploma of Venues and Events	CUE50403 Diploma of Venues and Events	Minor amendment of terminology in packaging rules	E
CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events	CUE60103 Advanced Diploma of Design for Live Production, Theatre and Events	Minor amendment of terminology in packaging rules	E
CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production)	CUE60203 Advanced Diploma of Live Production, Theatre and Events (Technical Production)	Minor amendment of terminology in packaging rules Inclusion of elective unit: TLID1007C Operate a forklift	E
CUE60303 Advanced Diploma of Stage Management	CUE60303 Advanced Diploma of Stage Management	Minor amendment of terminology in packaging rules	E
CUE60403 Advanced Diploma of Venues and Events	CUE60403 Advanced Diploma of Venues and Events	Minor amendment of terminology in packaging rules	E

2. Mapping of units of competency

Unit code and title CUE03 Version 3.2	Unit code and title CUE03 Version 3.1	Mapping details
CUEAUD01B Repair and maintain vision systems	CUEAUD01C Repair and maintain vision systems	No change	E
CUEAUD02B Prepare, rig, test and modify vision systems	CUEAUD02C Prepare, rig, test and modify vision systems	No change	E
CUEAUD03B Operate vision systems	CUEAUD03C Operate vision systems	No change	E
CUEAUD04B Develop vision system installation plans	CUEAUD04C Develop vision system installation plans	No change	E
CUEAUD06A Apply a general knowledge of vision systems to work activities	CUEAUD06B Apply a general knowledge of vision systems to work activities	No change	E
CUECIN01B Receive and assemble film	CUECIN01C Receive and assemble film	No change	E
CUECIN02B Prepare film for screening	CUECIN02C Prepare film for screening	No change	E
CUECIN03B Screen the film	CUECIN03C Screen the film	No change	E
CUECIN04B Prepare film for dispatch	CUECIN04C Prepare film for dispatch	No change	E
CUECIN05B Maintain projection equipment	CUECIN05C Maintain projection equipment	No change	E
CUECLE1B Undertake general administrative procedures	Nil	No change	E
CUECOR01B Manage own work and learning	CUECOR01C Manage own work and learning	No change	E
CUECOR02B Work with others	CUECOR02C Work with others	No change	E
CUECOR03A Provide quality service to customers	CUECOR03B Provide quality service to customers	No change	E
CUECOS02B Apply art finishing	CUECOS02C Apply art finishing	No change	E
CUECOS09A Develop and apply knowledge of costume	CUECOS09B Develop and apply knowledge of costume	No change	E
CUECOS10A Make period costumes	CUECOS10B Make period costumes	No change	E
CUECOS11A Make character costumes	CUECOS11B Make character costumes	No change	E
CUECOS12A Make costumes for dance and physical theatre	CUECOS12B Make costumes for dance and physical theatre	No change	E
CUECOS13A Create theatrical millinery	CUECOS13B Create theatrical millinery	No change	E
CUECOS14A Construct hard and soft sculptured costume accessories	CUECOS14B Construct hard and soft sculptured costume accessories	No change	E
CUECOS15A Construct hard and soft sculptured specialised costumes	CUECOS15B Construct hard and soft sculptured specialised costumes	No change	E
CUEDES04A Establish and refine a brief	BSBDES502A Establish, negotiate and refine a design brief	No change	E
CUEDES05A Manage design realisation	BSBDES601A Manage design realisation	No change	E
CUEEVT03A Integrate knowledge of creative and technical production into management processes	CUEEVT03B Integrate knowledge of creative and technical production into management processes	No change	E
CUEFIN01B Develop a budget	CUEFIN01C Develop a budget	No change	E
CUEFIN02B Manage a budget	CUEFIN02C Manage a budget	No change	E
CUEFIN03B Obtain sponsorship	CUEFIN03C Obtain sponsorship	No change	E
CUEFOH03B Provide seating and ticketing advice	CUEFOH03C Provide seating and ticketing advice	No change	E
CUEFOH04B Usher patrons	CUEFOH04C Usher patrons	No change	E
CUEFOH06B Manage venue services	CUEFOH06C Manage venue services	No change	E
CUEFOH07A Process financial transactions	CUEFOH07B Process financial transactions	No change	E
CUEFOH08A Process incoming customer orders	CUEFOH08B Process incoming customer orders	No change	E
CUEFOH09A Provide venue information and assistance	CUEFOH09B Provide venue information and assistance	No change	E
CUEFOH10A Monitor entry to a venue	CUEFOH10B Monitor entry to a venue	No change	E
CUEFSH01A Identify and manage safety and health requirements at an outdoor fireworks display	CUEFSH01B Identify and manage safety and health requirements at an outdoor fireworks display	No change	E
CUEFSH02A Operate an outdoor fireworks display	CUEFSH02B Operate an outdoor fireworks display	No change	E
CUEFSH03A Plan an outdoor fireworks display	CUEFSH03B Plan an outdoor fireworks display	No change	E
CUEIND01C Source and apply entertainment industry knowledge	CUEIND01D Source and apply entertainment industry knowledge	No change	E
CUEIND02A Research and evaluate theatrical references to inform industry practice	CUEIND02B Research and evaluate theatrical references to inform industry practice	No change	E
CUEIND03A Integrate accessibility principles into work practices	CUEIND03B Integrate accessibility principles into work practices	No change	E
CUELGT03B Install and operate follow spots	CUFLGT303A Install and operate follow spots	No change	E
CUELGT04B Operate floor electrics	CUFLGT304A Operate floor electrics	No change	E
CUELGT05B Record and operate standard lighting cues	CUFLGT302A Record and operate standard lighting cues	No change	E
CUELGT06B Set up, record and operate lighting cues and effects	CUFLGT402A Set up, record and operate lighting cues and effects	No change	E
CUELGT07B Record and operate lighting using advanced techniques	CUELGT07C Record and operate lighting using advanced techniques	No change	E
CUELGT09B Apply a general knowledge of lighting to work activities	CUFLGT101A Apply a general knowledge of lighting to work activities	No change	E
CUEMAR01B Assist with marketing	CUEMAR01C Assist with marketing	No change	E
CUEMAR02B Undertake market research	CUEMAR02C Undertake market research	No change	E
CUEMAR03B Undertake marketing activities	CUEMAR03C Undertake marketing activities	No change	E
CUEMUP4A Design, apply and remove special effects make-up	CUFMUP502A Design and apply special make-up effects	No change	E
CUEMUP5A Dress (style) wigs	CUFMUP404A Style wigs and hairpieces for performances or productions	No change	E
CUEMUP6A Dress hair for a performance or production	CUFMUP403A Style hair for performances or productions	No change	E
CUEOHS01B Implement workplace health, safety and security procedures	CUEOHS01C Implement workplace health, safety and security procedures	No change	E
CUEOHS02B Establish and maintain a safe and secure workplace	CUEOHS02C Establish and maintain a safe and secure workplace	No change	E
CUEPMT11A Manage the production process	CUEPMT11B Manage the production process	No change	E
CUEPRP02A Research, obtain and prepare props	CUEPRP02B Research, obtain and prepare props	No change	E
CUEPRP03A Apply a general knowledge of props construction	CUEPRP03B Apply a general knowledge of props construction	No change	E
CUEPRP04A Use casting and moulding techniques to make props	CUEPRP04B Use casting and moulding techniques to make props	No change	E
CUEPRP05A Make prop furniture	CUEPRP05B Make prop furniture	No change	E
CUEPRP06A Construct mechanical props	CUEPRP06B Construct mechanical props	No change	E
CUEPRP07A Make props using mixed media	CUEPRP07B Make props using mixed media	No change	E
CUESCE04B Use research, innovation and experimentation to produce scenic art	CUESCE04C Use research, innovation and experimentation to produce scenic art	No change	E
CUESCE05A Apply a general knowledge of scenic art	CUESCE05B Apply a general knowledge of scenic art	No change	E
CUESCE06A Use scenic art painting techniques	CUESCE06B Use scenic art painting techniques	No change	E
CUESCE07A Create special effects for scenic art	CUESCE07B Create special effects for scenic art	No change	E
CUESCE08A Realise scenic art designs	CUESCE08B Realise scenic art designs	No change	E
CUESET04B Use research, innovation and experimentation to create props	CUESET04C Use research, innovation and experimentation to create props	No change	E
CUESET05B Apply set construction techniques	CUESET05C Apply set construction techniques	No change	E
CUESET07B Use research, innovation and experimentation to create sets	CUESET07C Use research, innovation and experimentation to create sets	No change	E
CUESET09A Construct soft scenery	CUESET09B Construct soft scenery	No change	E
CUESET10A Construct mechanical sets	CUESET10B Construct mechanical sets	No change	E
CUESET11A Develop set construction plans to meet design requirements	CUESET11B Develop set construction plans to meet design requirements	No change	E
CUESET17A Develop props construction plans to meet design requirements	CUESET17B Develop props construction plans to meet design requirements	No change	E
CUESMT05B Stage manage the production/event	CUESMT05C Stage manage the production/event	No change	E
CUESMT06B Plot technical requirements from scores	CUESMT06C Plot technical requirements from scores	No change	E
CUESMT08A Call the production/event	CUESMT08B Call the production/event	No change	E
CUESMT09A Plot and rehearse cues	CUESMT09B Plot and rehearse cues	No change	E
CUESMT10A Organise and facilitate rehearsals	CUESMT10B Organise and facilitate rehearsals	No change	E
CUESMT11A Create, update and use production reference documents	CUESMT11B Create, update and use production reference documents	No change	E
CUESMT12A Analyse performance outline/script	CUESMT12B Analyse performance outline/script	No change	E
CUESOU01B Repair and maintain audio equipment	CUESOU01C Repair and maintain audio equipment	No change	E
CUESOU03B Operate professional audio equipment	CUESOU03C Operate professional audio equipment	No change	E
CUESOU04B Mix live audio	CUESOU04C Mix live audio	No change	E
CUESOU07A Apply a general knowledge of audio to work activities	CUESOU07B Apply a general knowledge of audio to work activities	No change	E
CUESOU08A Select and manage microphone and other audio input sources	CUESOU08B Select and manage microphone and other audio input sources	No change	E
CUESOU09A Manage and compile audio replay material	CUESOU09B Manage and compile audio replay material	No change	E
CUESOU10A Operate wireless audio equipment	CUESOU10B Operate wireless audio equipment	No change	E
CUESOU11A Set up and operate stage monitor systems	CUESOU11B Set up and operate stage monitor systems	No change	E
CUESOU12A Set up and operate audio system control networks	CUESOU12B Set up and operate audio system control networks	No change	E
CUESOU13A Specify, install and operate audio for an outdoor event	CUESOU13B Specify, install and operate audio for an outdoor event	No change	E
CUESTA01B Install staging elements	CUESTA01C Install staging elements	No change	E
CUESTA02B Operate staging elements	CUESTA02C Operate staging elements	No change	E
CUESTA03B Operate flying systems	CUESTA03C Operate flying systems	No change	E
CUESTA05B Apply a general knowledge of staging to work activities	CUESTA05C Apply a general knowledge of staging to work activities	No change	E
CUESTA06A Apply a general knowledge of theatrical rigging	CUESTA06B Apply a general knowledge of theatrical rigging	No change	E
CUETEM01B Coordinate production operations	CUETEM01C Coordinate production operations	No change	E
CUETEM03B Establish and manage production requirements and resources	CUETEM03C Establish and manage production requirements and resources	No change	E
CUETEM06A Organise and monitor bump in/bump out	CUETEM06B Organise and monitor bump in/bump out	No change	E
CUETEM07A Tour the production	CUETEM07B Tour the production	No change	E
CUETEM08A Realise productions	CUETEM08B Realise productions	No change	E
CUETEM09A Manage diversity	CUETEM09B Manage diversity	No change	E
CUETGE05B Maintain physical production elements	CUETGE05C Maintain physical production elements	No change	E
CUETGE15A Handle physical elements safely during bump in/bump out	CUETGE15B Handle physical elements safely during bump in/bump out	No change	E
CUECOS302A Dress Performers	CUECOS302A Dress Performers	No change	E
CUECOS303A Modify, repair and maintain costumes	CUECOS303A Modify, repair and maintain costumes	No change	E
CUECOS405A Coordinate costume manufacture	CUECOS405A Coordinate costume manufacture	No change	E
CUEPRP501A Conceive, develop and realise props designs	CUEPRP501A Conceive, develop and realise props designs	No change	E
CUESET302A Make sets	CUESET302A Make sets	No change	E
CUESET501A Conceive, develop and realise set designs	CUESET501A Conceive, develop and realise set designs	No change	E

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ...

Certificate II in ...

Certificate III in ...

Certificate IV in ...

Diploma of ...

Advanced Diploma of ...

Vocational Graduate Certificate of ...

Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate knowledge by recall in a narrow range of areas;

demonstrate basic practical skills, such as the use of relevant tools;

perform a sequence of routine tasks given clear direction

receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate basic operational knowledge in a moderate range of areas;

apply a defined range of skills;

apply known solutions to a limited range of predictable problems;

perform a range of tasks where choice between a limited range of options is required;

assess and record information from varied sources;

take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate some relevant theoretical knowledge

apply a range of well-developed skills

apply known solutions to a variety of predictable problems

perform processes that require a range of well-developed skills where some discretion and judgement is required

interpret available information, using discretion and judgement

take responsibility for own outputs in work and learning

take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

apply solutions to a defined range of unpredictable problems

identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

identify, analyse and evaluate information from a variety of sources

take responsibility for own outputs in relation to specified quality standards

take limited responsibility for the quantity and quality of the output of others

Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

analyse and plan approaches to technical problems or management requirements

transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

evaluate information, using it to forecast for planning or research purposes

take responsibility for own outputs in relation to broad quantity and quality parameters

take some responsibility for the achievement of group outcomes.

Advanced Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of specialised knowledge with depth in some areas

analyse, diagnose, design and execute judgements across a broad range of technical or management functions

generate ideas through the analysis of information and concepts at an abstract level

demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

demonstrate accountability for personal outputs within broad parameters

demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate

Characteristics of competencies or learning outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts.

Generate and evaluate ideas through the analysis of information and concepts at an abstract level.

Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts.

Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma

Characteristics of competencies or learning outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts.

Further specialisation within a systematic and coherent body of knowledge.

Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts.

Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level.

Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts.

Demonstrate full responsibility and accountability for personal outputs.

Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Whole of Industry Qualification Information

Work outcome All vocational education qualifications must lead to a work outcome. The Entertainment Training Package qualifications allow Registered Training Organisations to vary programs to meet: the specific needs of learners and clients the skill needs of a locality or a particular industry application of skills, and/or the maximum employability of a group of students or an individual. Maximising employability In all cases, when packaging Entertainment qualifications, RTOs must follow the principle of providing groups and individuals with the broadest possible combination of skills and attributes. When combining units, therefore, choices must be exercised so that no duplication of work outcomes occur either within the Entertainment Training Package or among other Training Packages. Units of competency for inclusion in entertainment qualifications Entertainment qualifications allow for the inclusion of units from outside the specified field or domain in the Entertainment Training Package, and from other endorsed Training Packages. It is expected that, in most cases these units will come from the same Australian Qualification Framework (AQF) qualification, however, in some Training Packages, the same units appear over a range of AQF qualifications. In these cases, for purposes of parity, the unit should be chosen from the ‘lowest’ qualification at which it is included. Advice on pre-requisites Each qualification’s packaging rules identifies if there are pre-requisite units of competency required in order to undertake the qualification. These have been kept to a minimum in order to: maximise the opportunities for entry. In the case of candidates with limited or no vocational experience and no lower level qualification clear advice is provided as to the suitability of undertaking the qualification given their lack of current vocational experience facilitate all pathways to the achievement of a qualification ensure that a person with existing relevant experience, skills and knowledge can have competencies recognised and undertake a program commensurate with their learning needs at an appropriate level easily allow for units to be exported to other Training Packages or used in qualifications contained in other Training Packages. Thus the Entertainment Training Package will not mandate particular pathways to the achievement of qualifications. It is the prerogative of Registered Training Organisations to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and business customers.

List of AQF Qualifications

Qualification Code	Title
Preparatory pathway qualifications
CUF10107	Certificate I in Creative Industries
CUE20103	Certificate II in Live Production, Theatre and Events
Costume qualifications
CUF40507	Certificate IV in Costume for Performance
CUF50507	Diploma of Costume for Performance
Design qualifications
CUV40303	Certificate IV in Design
CUE60103	Advanced Diploma of Design for Live Production, Theatre and Events
Make-up qualifications
CUF40407	Certificate IV in Makeup
CUF50407	Diploma of Specialist Makeup Services
Scenery and set construction qualifications
CUF30307	Certificate III in Scenery and Set Construction
CUF40607	Certificate IV in Scenery and Set Construction
CUF50607	Diploma of Scenery and Set Construction
Stage management qualification
CUE60303	Advanced Diploma of Stage Management
Technical production qualifications
CUE30203	Certificate III in Live Production, Theatre and Events (Technical Operations)
CUE40303	Certificate IV in Live Production, Theatre and Events (Technical Operations)
CUE50303	Diploma of Live Production, Theatre and Events (Technical Production)
CUE60203	Advanced Diploma of Live Production, Theatre and Events (Technical Production)
Venue and event services qualifications
CUE30303	Certificate III in Venues and Events (Customer Service)
CUE40403	Certificate IV in Venues and Events (Customer Service)
CUE50403	Diploma of Venues and Events
CUE60403	Advanced Diploma of Venues and Events

Qualification Pathways

The Entertainment Training Package does not mandate particular pathways to the achievement of qualifications. It is the prerogative of Registered Training Organisations to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and customers. The following diagram outlines possible pathways to attain qualifications within the Entertainment Training Package. It is important to note that pathways between qualifications may vary depending upon specific contexts and individual needs. It is also important to note that State-accredited courses may be used to compliment the pathways identified within the Entertainment Training Package, and that advice of this nature may be sought from State/Territory Training Authorities. The CUE03 Entertainment, CUF07 Screen and Media and CUS09 Music Training Packages share a number of technical qualifications, and therefore share pathways to the achievement of these qualifications. For more information about qualifications and pathways contact Innovation and Business Skills Australia.

List of all units in CUE03 Entertainment Training Package

Unit code	Unit title
CUEAUD01C	Repair and maintain vision systems
CUEAUD02C	Prepare, rig, test and modify vision systems
CUEAUD03C	Operate vision systems
CUEAUD04C	Develop vision system installation plans
CUEAUD06B	Apply a general knowledge of vision systems to work activities
CUECIN01C	Receive and assemble film
CUECIN02C	Prepare film for screening
CUECIN03C	Screen the film
CUECIN04C	Prepare film for dispatch
CUECIN05C	Maintain projection equipment
CUECOR01C	Manage own work and learning
CUECOR02C	Work with others
CUECOR03B	Provide quality service to customers
CUECOR04B	Deal with conflict and resolve complaints
CUECOS02C	Apply art finishing
CUECOS09B	Develop and apply knowledge of costume
CUECOS10B	Make period costumes
CUECOS11B	Make character costumes
CUECOS12B	Make costumes for dance and physical theatre
CUECOS13B	Create theatrical millinery
CUECOS14B	Construct hard and soft sculptured costume accessories
CUECOS15B	Construct hard and soft sculptured specialised costumes
CUECOS302A	Dress performers
CUECOS303A	Modify, repair and maintain costumes
CUECOS405A	Coordinate costume manufacture
CUEDES04B	Establish and refine a brief
CUEDES05B	Manage design realisation
CUEEVT03B	Integrate knowledge of creative and technical production into management processes
CUEFIN01C	Develop a budget
CUEFIN02C	Manage a budget
CUEFIN03C	Obtain sponsorship
CUEFOH03C	Provide seating and ticketing advice
CUEFOH04C	Usher patrons
CUEFOH06C	Manage venue services
CUEFOH07B	Process financial transactions
CUEFOH08B	Process incoming customer orders
CUEFOH09B	Provide venue information and assistance
CUEFOH10B	Monitor entry to a venue
CUEFSH01B	Identify and manage safety and health requirements at an outdoor fireworks display
CUEFSH02B	Operate an outdoor fireworks display
CUEFSH03B	Plan an outdoor fireworks display
CUEIND01D	Source and apply entertainment industry knowledge
CUEIND02B	Research and evaluate theatrical references to inform industry practice
CUEIND03B	Integrate accessibility principles into work practices
CUELGT07C	Record and operate lighting using advanced techniques
CUEMAR01C	Assist with marketing
CUEMAR02C	Undertake market research
CUEMAR03C	Undertake marketing activities
CUEOHS01C	Implement workplace health, safety and security procedures
CUEOHS02C	Establish and maintain a safe and secure workplace
CUEPMT11B	Manage the production process
CUEPRP02B	Research, obtain and prepare props
CUEPRP03B	Apply a general knowledge of props construction
CUEPRP04B	Use casting and moulding techniques to make props
CUEPRP05B	Make prop furniture
CUEPRP06B	Construct mechanical props
CUEPRP07B	Make props using mixed media
CUEPRP501A	Conceive, develop and realise props designs
CUESCE04C	Use research, innovation and experimentation to produce scenic art
CUESCE05B	Apply a general knowledge of scenic art
CUESCE06B	Use scenic art painting techniques
CUESCE07B	Create special effects for scenic art
CUESCE08B	Realise scenic art designs
CUESET04C	Use research, innovation and experimentation to create props
CUESET05C	Apply set construction techniques
CUESET07C	Use research, innovation and experimentation to create sets
CUESET09B	Construct soft scenery
CUESET10B	Construct mechanical sets
CUESET11B	Develop set construction plans to meet design requirements
CUESET17B	Develop props construction plans to meet design requirements
CUESET302A	Make sets
CUESET501A	Conceive, develop and realise set designs
CUESMT05C	Stage manage the production/event
CUESMT06C	Plot technical requirements from scores
CUESMT08B	Call the production/event
CUESMT09B	Plot and rehearse cues
CUESMT10B	Organise and facilitate rehearsals
CUESMT11B	Create, update and use production reference documents
CUESMT12B	Analyse performance outline/script
CUESOU01C	Repair and maintain audio equipment
CUESOU03C	Operate professional audio equipment
CUESOU04C	Mix live audio
CUESOU07B	Apply a general knowledge of audio to work activities
CUESOU08B	Select and manage microphone and other audio input sources
CUESOU09B	Manage and compile audio replay material
CUESOU10B	Operate wireless audio equipment
CUESOU11B	Set up and operate stage monitor systems
CUESOU12B	Set up and operate audio system control networks
CUESOU13B	Specify, install and operate audio for an outdoor event
CUESTA01C	Install staging elements
CUESTA02C	Operate staging elements
CUESTA03C	Operate flying systems
CUESTA05C	Apply a general knowledge of staging to work activities
CUESTA06B	Apply a general knowledge of theatrical rigging
CUETEM01C	Coordinate production operations
CUETEM03C	Establish and manage production requirements and resources
CUETEM06B	Organise and monitor bump in/bump out
CUETEM07B	Tour the production
CUETEM08B	Realise productions
CUETEM09B	Manage diversity
CUETGE05C	Maintain physical production elements
CUETGE15B	Handle physical elements safely during bump in/bump out

Imported units of competency

Unit code	Unit title
BSBADM405B	Organise meetings
BSBADM502B	Manage meetings
BSBCMM101A	Apply basic communication skills
BSBCMM201A	Communicate in the workplace
BSBCMM401A	Make a presentation
BSBCOM501B	Identify and interpret compliance requirements
BSBCRT101A	Apply critical thinking techniques
BSBCRT301A	Develop and extend critical and creative thinking skills
BSBCRT401A	Articulate, present and debate ideas
BSBCRT402A	Collaborate in a creative process
BSBCRT403A	Explore the history and social impact of creativity
BSBCRT501A	Originate and develop concepts
BSBCRT601A	Research and apply concepts and theories of creativity
BSBCUS301A	Deliver and monitor a service to customers
BSBCUS501A	Manage quality customer service
BSBDES402A	Interpret and respond to a design brief
BSBDES403A	Develop and extend design skills and practice
BSBDES501A	Implement design solutions
BSBDES502A	Establish, negotiate and refine a design brief
BSBDES601A	Manage design realisation
BSBDES602A	Research global design trends
BSBDES701A	Research and apply design theory
BSBDIV301A	Work effectively with diversity
BSBFIA302A	Process payroll
BSBFIA303A	Process accounts payable and receivable
BSBFIA304A	Maintain a general ledger
BSBFIA401A	Prepare financial reports
BSBFIA402A	Report on financial activity
BSBFIM501A	Manage budgets and financial plans
BSBFIM502A	Manage payroll
BSBHRM402A	Recruit, select and induct staff
BSBINM301A	Organise workplace information
BSBINM501A	Manage an information or knowledge management system
BSBINN201A	Contribute to workplace innovation
BSBINN301A	Promote innovation in a team environment
BSBINN501A	Establish systems that support innovation
BSBINN502A	Build and sustain an innovative work environment
BSBIPR501A	Manage intellectual property to protect and grow business
BSBIPR601A	Develop and implement strategies for intellectual property management
BSBITA401A	Design databases
BSBITU102A	Develop keyboard skills
BSBITU201A	Produce simple word processed documents
BSBITU202A	Create and use spreadsheets
BSBITU301A	Create and use databases
BSBITU302A	Create electronic presentations
BSBITU306A	Design and produce business documents
BSBITU307A	Develop keyboarding speed and accuracy
BSBITU309A	Produce desk top published documents
BSBITU402A	Develop and use complex spreadsheets
BSBLED101A	Plan skills development
BSBLED401A	Develop teams and individuals
BSBLED501A	Develop a workplace learning environment
BSBMGT402A	Implement operational plan
BSBMGT403A	Implement continuous improvement
BSBMGT502B	Manage people performance
BSBMGT515A	Manage operational plan
BSBMGT516A	Facilitate continuous improvement
BSBMGT616A	Develop and implement strategic plans
BSBMGT617A	Develop and implement a business plan
BSBMKG413A	Promote products and services
BSBMKG501B	Identify and evaluate marketing opportunities
BSBMKG608A	Develop organisational marketing objectives
BSBMKG609A	Develop a marketing plan
BSBOHS201A	Participate in OHS processes
BSBOHS407A	Monitor a safe workplace
BSBOHS505B	Manage hazards in the work environment
BSBOHS509A	Ensure a safe workplace
BSBPMG408A	Apply contract and procurement procedures
BSBPMG508A	Manage project risk
BSBPMG509A	Manage project procurement
BSBPMG510A	Manage projects
BSBPUR301B	Purchase goods and services
BSBPUR401B	Plan purchasing
BSBPUR402B	Negotiate contracts
BSBPUR501B	Develop, implement and review purchasing strategies
BSBREL401A	Establish networks
BSBREL402A	Build client relationships and business networks
BSBREL701A	Develop and cultivate collaborative partnerships and relationships
BSBRES401A	Analyse and present research information
BSBRSK401A	Identify risk and apply risk management processes
BSBRSK501A	Manage risk
BSBSMB401A	Establish legal and risk management requirements of small business
BSBSMB402A	Plan small business finances
BSBSMB403A	Market the small business
BSBSMB404A	Undertake small business planning
BSBSMB405A	Monitor and manage small business operations
BSBSUS201A	Participate in environmentally sustainable work practices
BSBWOR203A	Work effectively with others
BSBWOR204A	Use business technology
BSBWOR401A	Establish effective workplace relationships
BSBWOR402A	Promote team effectiveness
BSBWOR404A	Develop work priorities
BSBWOR502A	Ensure team effectiveness
BSBWRT401A	Write complex documents
CPCCCA2001A	Handle carpentry materials
CPCCCA2002A	Use carpentry tools and equipment
CPCCCM1003A	Plan and organise work
CPCCCM1005A	Carry out measurements and calculations
CPCCCM2001A	Read and interpret plans and specifications
CPCCOHS1001A	Work safely in the construction industry
CPCCOHS2001A	Apply OHS requirements, policies and procedures in the construction industry
CPCCCM3001A	Operate elevated work platforms
CPCCPD2002A	Use painting and decorating tools and equipment
CPCCPD3003A	Apply texture coat paint by brush, roller and spray
CPCCPD3004A	Apply paint by spray
CPCCPD3008A	Apply decorative paint finishes
CPCCSC2002A	Erect and dismantle basic scaffolding
CPCCSF2001A	Handle steel fixing materials
CPCCSF2003A	Cut and bend materials using oxy-LPG equipment
CPCCVE1001A	Undertake a basic construction project
CUFCAM201A	Assist with a basic camera shoot
CUFCMP301A	Implement copyright arrangements
CUFCMP501A	Manage and exploit copyright arrangements
CUFCOS501A	Manage an off-site wardrobe department
CUFCOS504A	Design costumes
CUFCMP301A	Implement copyright arrangements
CUFCMP501A	Manage and exploit copyright arrangements
CUFDIG201A	Maintain interactive content
CUFDIG301A	Prepare video assets
CUFDIG303A	Produce and prepare photo images
CUFDIG401A	Author interactive media
CUFDIG402A	Design user interfaces
CUFDIG403A	Create user interfaces
CUFGMT301A	Repair and maintain production equipment
CUFIND201A	Develop and apply creative arts industry knowledge
CUFIND401A	Provide services on a freelance basis
CUFLGT101A	Apply a general knowledge of lighting to work activities
CUFLGT301A	Prepare, install and test lighting equipment
CUFLGT302A	Record and operate standard lighting cues
CUFLGT303A	Install and operate follow spots
CUFLGT304A	Operate floor electrics
CUFLGT401A	Implement lighting designs
CUFLGT402A	Set up, record and operate lighting cues and effects
CUFLGT501A	Conceive and develop lighting designs
CUFMUP401A	Design, apply and remove make-up
CUFMUP501A	Design and apply specialised make-up
CUFMUP502A	Design and apply special make-up effects
CUFPOS402A	Manage media assets
CUFPPM408A	Compile production schedules
CUFPRP201A	Repair, maintain and alter props
CUFPRP301A	Assemble and maintain props
CUFRES201A	Collect and organise content for broadcast or publication
CUFRES401A	Conduct research
CUFSCE201A	Prepare and prime scenic art cloths
CUFSCE202A	Repair, maintain and alter scenic art
CUFSET301A	Assemble and maintain sets
CUFSFX301A	Maintain and repair special effects items
CUFSFX402A	Coordinate the logistics of special effects operations
CUSADM301A	Administer operations for rehearsals and performances
CUSFIM501A	Secure funding for projects
CUSMKG301A	Assist with the promotion of creative acts
CUSOHS301A	Follow occupational health and safety procedures
CUSSOU201A	Assist with sound recordings
CUSSOU301A	Provide sound reinforcement
CUSSOU303A	Set up and disassemble audio equipment
CUSSOU402A	Develop and implement sound plans
CUSSOU501A	Develop sound designs
CUSSOU503A	Implement sound designs
CUSSOU601A	Manage production of sound designs
CUSSOU602A	Manage production of sound recordings
CUVADM01B	Develop and implement arts administration systems and procedures
CUVADM02B	Plan work space
CUVADM05B	Plan and develop information management systems
CUVADM08B	Develop and manage public relations strategies
CUVADM11B	Work within an arts organisation context
CUVADM12B	Work with arts professionals in an arts organisation
CUVADM13B	Research and critique cultural work(s)
CUVCON06B	Develop concepts for arts organisations/projects
CUVCOR02B	Develop and articulate concept for own work
CUVCOR04B	Originate concept for own work and conduct critical discourse
CUVCOR07B	Use drawing techniques to represent the object or idea
CUVCOR08B	Produce drawings to represent and communicate the concept
CUVCOR09B	Select and apply drawing techniques and media to represent and communicate the concept
CUVCRS03B	Produce computer-aided drawings
CUVCRS04B	Produce technical drawings
CUVCRS06B	Make scale models
CUVDES04B	Integrate colour theory and design processes in response to a brief
CUVDES601A	Design innovative products
CUVDSP04B	Research and apply the history and theory of design to design practice
CUVICS01B	Contribute to workplace improvements
CUVIND501A	Maintain and apply creative arts industry knowledge
CUVVSP14B	Apply techniques to produce drawings
FNSICGEN402B	Participate in negotiations
HLTFA201A	Provide basic emergency life support
HLTFA301B	Apply first aid
ICAU1128B	Operate a personal computer
ICAU1133B	Send and retrieve information using web browsers and email
ICAU1204B	Locate and use relevant on-line information
ICAU3019B	Migrate to new technology
LMTCL2001B	Use a sewing machine
LMTCL4002A	Assemble and fit commercially tailored or bespoke garments
LMTCL4003A	Measure, lay-up and cut commercially tailored garments
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM05012C	Perform routine manual metal arc welding
MEM05001B	Perform manual soldering/desoldering – electrical/electronic components
MEM05050B	Perform routine gas metal arc welding
SITHFAB001C	Clean and tidy bar areas
SITHFAB002C	Operate a bar
SITTVAF002A	Provide a briefing or scripted commentary
SITXCCS001A	Provide visitor information
SITXCOM006A	Address protocol requirements
SITXEVT001A	Develop and update event industry knowledge
SITXEVT002A	Provide event staging support
SITXEVT004A	Coordinate on-site event registrations
SITXEVT005A	Organise in-house functions
SITXEVT006A	Research and evaluate event industry trends and practices
SITXEVT007B	Determine event feasibility
SITXEVT008A	Plan and develop event proposals and bids
SITXEVT009A	Develop event concepts
SITXEVT010A	Evaluate and address event regulatory requirements
SITXEVT011A	Develop crowd control plans and procedures
SITXEVT013A	Manage event staging
SITXEVT015A	Manage exhibitions
SITXEVT016A	Organise and monitor event infrastructure
SITXEVT017A	Provide onsite event management services
SITXEVT018A	Develop a transport strategy for an event
SITXEVT019A	Manage multi-venue events
SITXFIN002A	Maintain financial records
SITXFIN004A	Manage finances within a budget
SITXFIN007A	Manage physical assets
SITXFIN008A	Manage financial operations
SITXGLC001A	Develop and update legal knowledge required for business compliance
SITXHRM003A	Roster staff
SITXHRM006A	Monitor staff performance
SITXHRM008A	Manage workplace relations
SITXHRM009A	Provide mentoring support to business colleagues
SITXMPR001A	Coordinate the production of brochures and marketing materials
SITXMPR005A	Develop and manage marketing strategies
SRXFAC003B	Implement facility maintenance programs
SRXHRM001B	Manage volunteers
TAAASS301B	Contribute to assessment
TAAASS401C	Plan and organise assessment
TAAASS402C	Assess competence
TAAASS404B	Participate in assessment validation
TAADEL301C	Provide training through instruction and demonstration of work skills
TAADEL401B	Plan and organise group-based delivery
TAADEL402B	Facilitate group based learning
TAADEL403B	Facilitate individual learning
TAADEL404B	Facilitate work based learning
TAADES402B	Design and develop learning programs
TAATAS401B	Maintain information requirements of training and/or assessment organisations
TAATAS502B	Prepare a tender bid
TAATAS503B	Manage contracted work
TLID1007C	Operate a forklift
UEENEEP001B	Disconnect and reconnect fixed wired electrical equipment connected to a low voltage supply
UEENEEP002B	Attach cords and plugs to electrical equipment for connection to a single phase 250 Volt supply
UEENEEP003B	Attach cords and plugs to electrical equipment for connection to 1000 Va.c. or 1500 Vd.c. supply
UEENEEP007B	Locate and rectify faults in electrical low voltage equipment following prescribed procedures
WRBFS203B	Design and apply make-up for photography
WRHHD405A	Select and apply hair extensions
WRRLP2B	Minimise theft
WRRM1B	Merchandise products
WRRS1B	Sell products and services
WRRS2B	Advise on products and services

Skill Sets

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording "these competencies meet [insert skill set title or identified industry area] need" on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2007 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainmentthe updated version is expected to be available on the AQFAB website www.aqf.edu.au during September 2007 and in print in October 2007.

Skill Sets in this Training Package

There are no skill sets in this Training Package, though the Photographic Make-up and Styling skill set from the CUF07 Screen and Media Training Package is relevant to work in the entertainment industry.

Employability Skills

Employability Skills Summary

An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills Summaries.

• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

• Employability Skills Summaries are not exhaustive lists of qualification requirements or check lists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

• Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

Industry requirements for Employability Skills

CUE03 Entertainment Training Package seeks to ensure that industry-endorsed employability skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability skills are both explicit and embedded within units of competency. This means that employability skills are:

• embedded in units of competency as part of the other performance requirements that make up the competency as a whole

• explicitly described within units of competency to enable Training Package users to identify accurately the performance requirements of each unit with regards to employability skills.

CUE03 Entertainment Training Package also seeks to ensure that employability skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the AQTF 2007. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF 2007 requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Skills Framework is the process of collecting evidence and making judgments about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Australian Quality Training Framework Assessment Requirements

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2007 Essential Standards for Registration.

The AQTF 2007 Essential Standards for Registration can be downloaded from <

www.training.com.au/aqtf2007>. The following points summarise assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the AQTF 2007 Essential Standards for Registration. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the

AQTF 2007 Essential Standards for Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF 2007 Essential Standards for Registration, Standard 1, for assessor (and trainer) competency requirements.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed

Training Package. See the AQTF 2007 Essential Standards for Registration, Standard 1.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2007 Essential Standards for Registration, Standard 1.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2007 Essential Standards for Registration, Condition of Registration 7: Recognition of qualifications issued by other RTOs.

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2007 Essential Standards for Registration, Standard 2.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the Essential Standards for Registration. See the AQTF 2007 Essential Standards for Registration, Standard 3.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2007

Essential Standards for Registration, Standard 3.

Issuing AQF Qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF 2007 and the 2007 edition of the AQF Implementation Handbook-available on the AQFAB website < www.aqf.edu.au>.

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for this Training

Package, with the following important disclaimer.

The developers of this Training Package, and DEST, consider that no licensing or registration requirements apply to RTOs, assessors or candidates with respect to this Training Package. Contact the relevant State or Territory Department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic contact Innovation and Business Industry Skills Council ( http://www.ibsa.org.au ).

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

• formal or informal education and training

• experiences in the workplace

• general life experience, and/or

• any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of

Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the

Assessment Guidelines of the Training Package and the AQTF 2007.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Assessment-Only or Recognition of Prior Learning Pathway

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1).

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

• authentic (the candidate"s own work)

• valid (directly related to the current version of the relevant endorsed unit of competency)

• reliable (shows that the candidate consistently meets the endorsed unit of competency)

• current (reflects the candidate"s current capacity to perform the aspect of the work covered by the endorsed unit of competency), and

• sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios:

• candidates enrolling in qualifications who want recognition for prior learning or current competencies

• existing workers

• individuals with overseas qualifications

• recent migrants with established work histories

• people returning to the workplace, and

• people with disabilities or injuries requiring a change in career.

Combination of Pathways

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements

This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF 2007 specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4	Training and assessment is delivered by trainers and assessors who:
a)	have the necessary training and assessment competencies as determined by the National Quality Council or its successors
b)	have the relevant vocational competencies at least to the level being delivered or assessed
c)	continue developing their vocational and training and assessment competencies to support continuous improvements in the delivery of the RTO"s services.

Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgments about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service < www.ntis.gov.au>. Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing assessment tools, assessors must ensure that they:

• are benchmarked against the relevant unit or units of competency

• are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007

• meet the assessment requirements expressed in Standard 1 of the AQTF 2007.

A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2007 Essential Standards for Registration.

For information, the mandatory assessment requirements from Standard 1 from the AQTF

2007 Essential Standards for Registration are as follows:

1.5	Assessment, including Recognition of Prior Learning:
a)	meets the requirements of the relevant Training Package or accredited course,
b)	is conducted in accordance with the principles of assessment and the rules of evidence, and
c)	meets workplace and, where relevant, regulatory requirements.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded and explicit within each unit of competency. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

• reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

• analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the

application of Employability Skills at that qualification outcome

• designing training and assessment to address Employability Skills requirements.

For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at http://www.ibsa.org.au.

Access and Equity

An individual"s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia"s VET clients and Australia"s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia"s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and

training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

Training and Assessment in Remote and Regional Areas

Training and assessing candidates in regional areas presents a range of challenges. These include:

• the lack of numbers allowing the establishment of traditional class sizes

• the physical remoteness of some communities where access to training facilities is limited

• scarcity of teachers with the required industry experience

• scarcity of physical training resources (eg. current and emerging technology).

Some options for overcoming these challenges include:

• partnerships between RTOs to establish classes i.e. programs delivered on a regional rather than local basis

• delivering certain units by distance mode

• partnerships between industry and RTOs to share resources and personnel

• partnerships between schools and RTOs

• use of technology -such as e-mail, Internet or self-paced resources or CD.

Training and Assessment Issues for Schools

Implementation of the Visual Arts and Contemporary Craft Training Package within the school sector, whilst encouraged, needs to ensure the following:

• currency of skills and knowledge of those charged with training and assessment of students

• access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within screen and media workplaces

• comprehensive coverage of underpinning skills and knowledge as delineated within the competency standards

• appropriateness of learning and assessment experiences to ensure that these are current and realistic.

Some particular options worth exploring are:

• partnerships between schools to enable a sharing of teacher/trainer expertise and access to industry expertise

• partnerships between schools, TAFE colleges and/or private providers

• partnerships between schools and industry

• use of industry-based assessors.

The competency standards provide more detailed guidance for training and assessment purposes as well as examples relevant to each standard, and schools are encouraged to use these guidelines for planning training and assessment.

It is recommended that delivery of qualifications in schools should only include Certificates I and II.

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in

planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A"Beckett Street Post Office

MELBOURNE VICTORIA 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA

publications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory Board, 2002, aqf.edu.au

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007>

AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAA04 Training and Assessment Training Package. This is available from the Innovation and Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS).

National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.au

Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.dest.gov.au

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.dest.gov.au.Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

• Training Package Assessment Materials Kit

• Assessing Competencies in Higher Qualifications

• Recognition Resource

• Kit to Support Assessor Training

• Candidates Kit: Guide to Assessment in New Apprenticeships

• Assessment Approaches for Small Workplaces

• Assessment Using Partnership Arrangements

• Strategies for ensuring Consistency in Assessment

• Networking for Assessors

• Quality Assurance Guide for Assessment

An additional guide "Delivery and Assessment Strategies" has been developed to complement these resources.

Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing

Tests - Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools,

A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program - learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development Package, Department for

Education and Children"s Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE (now OTTE) Victoria.

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government

Publishing Service, Canberra.

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

• must not remove or add to the number and content of elements and performance criteria

• may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

• may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills statement

A standard Employability Skills statement appears in each unit of competency. This statement directs trainers and assessors to consider the information contained in the Employability Skills Summary in which the unit of competency is packaged.

Prerequisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency's scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

• conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment

• relationships with the assessment of any other units of competency

• suitable methodologies for conducting assessment including the potential for workplace simulation

• resource implications, for example access to particular equipment, infrastructure or situations

• how consistency in performance can be assessed over time, various contexts and with a range of evidence, and expectations at the AQF qualification level involved

Employability Skills in units of competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

• embedded in units of competency as part of the other performance requirements that make up the competency as a whole

• explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

The following table contains examples of embedded Employability Skills for each component of a unit of competency. Please note that in the examples below the bracketed skills are provided only for clarification and will not be present in units of competency within this Training Package.

Example Employability Skills unit

Unit component	Example of embedded Employability Skill
Unit Title	Handle physical elements during bump in/bump out (Planning and organising, problem solving)
Unit Descriptor	This unit describes the skills and knowledge required to assemble, pack and load/unload physical elements under supervision for any production within the cultural industries. (Problem solving, planning and organising, teamwork)
Element	Check condition of physical elements (Problem solving, planning and organising )
Performance Criteria	Identify any repairs required and report to the appropriate personnel for action, using correct documentation as required (Communication, teamwork, problem solving)
Range Statement	Packing/loading techniques may include: • particular ways of handling different equipment • use of protective coverings • use of restraints (Initiative and enterprise, problem solving, planning and organising)
Required Skills and Knowledge	• literacy skills sufficient to read simple
work instructions, equipment lists and safety directions (Communication) • numeracy skills sufficient to count/tally equipment and other physical elements (Problem-solving) • ability to work as a member of a production team (Teamwork) • meet deadlines (Self-management) • anticipate and resolve minor equipment set-up problems (Problem-solving) • safe manual handling techniques and the broader safety issues associated with the movement of physical elements ( Self-management )
Evidence Guide	The following evidence is critical to the judgement of competence in this unit: • knowledge of safe manual handling techniques for various types of equipment ( Self-management ) • ability to move, pack and load equipment under instruction using safe manual handling techniques ( Planning and organising, teamwork, self-management )

Appendices

Appendices
Appendices Appendix A: VET in Schools What is VET in Schools? VET in Schools provides for nationally recognised vocational education and training (VET) based on industry standards undertaken as part of a senior secondary certificate. Successful completion of a VET in Schools program enables a student to gain a nationally recognised AQF qualification, usually at the same time as the schoolbased qualification. How are VET in Schools programs structured? VET in Schools programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VET in Schools programs: schools can be a Registered Training Organisation (RTO) in their own right school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools schools can work together in a partnership with an RTO. States and territories across Australia package VET in Schools programs differently, according to their senior secondary certificate requirements. Generally schools may offer VET in Schools programs as: standalone embedded combination of standalone and embedded schoolbased New Apprenticeship. Standalone refers to the delivery of a VET course or qualification outside of a school subject framework. Embedding refers to an arrangement whereby VET units of competency are delivered within a general education course, producing both vocational and general education outcomes. This aims to minimise the assessment workload of students by avoiding unnecessary duplication. In some states and territories, embedding is necessary to provide recognition of VET within the senior secondary certificate. In others, standalone VET components contribute towards the senior secondary certificate. Given the considerable variation in the manner in which qualifications and units of competency are used across Australia, the relevant authority in each state and territory will provide advice and guidance as to the specific VET in Schools programs that can be undertaken. Appropriate Qualifications for VET in Schools IBSA acknowledges links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning. It is essential that all VET qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package and achieved by any other provider. The AQTF Standards for Registered Training Organisations set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence. Schools that are RTOs generally deliver Certificate I and II qualifications. Some schools, in most states and territories, may also offer part or all of Certificate III and IV qualifications. However, the delivery of these higher qualifications often requires a partnership arrangement and presents some significant challenges as detailed below. Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, parttime or vacation work not directly related to the industry focus of the qualification should also be considered. Certificates I and II Certificate I and Certificate II qualifications are the most suitable for use in VET in Schools programs. These qualifications are often preparatory in nature or include skills that can be readily trained and assessed in a school setting. For example, many of the units in Certificate I and II, Information Technology or Business qualifications describe skills that are considered foundation skills for any employment situation. However, even at this level, schools must ensure adequate attention is paid to the effective assessment of competencies dealing with work environment or Employability Skills. Certificate III The AQF descriptor for Certificate III qualifications includes performance expectations such as skills transference to new environments and the prospect of potential responsibility for others. A Certificate III qualification is premised on the understanding that it provides a vocational outcome in its own right and stretches beyond ‘preparation for work’. It may even reflect a trade outcome. Some Certificate III qualifications, or the units of competency packaged to make up the qualification, also require or assume prerequisite or required knowledge and skills. For these reasons, effective learning and assessment in a completely institutional environment is extremely difficult to achieve. While some ‘technical’ skills may be effectively learnt and assessed in an appropriately structured, simulated environment, work environmentrelated competencies pose significant challenges. In these cases, Statements of Attainment for individual units are usually more appropriate than the award of full qualifications. Certificate IV At this AQF level, individuals need to demonstrate competence characterised by a degree of unpredictability, varying contexts, critical appraisal and management of diverse and perhaps questionable information and the assumption of responsibility for the quality and quantity of one’s own work and often the work of others. Some Training Packages consider their Certificate IV graduates to be ‘associate professionals and supervisors’. It is highly unlikely that a full Certificate IV qualification could be achieved in a school environment, other than through a schoolsbased New Apprenticeship. Work Placement Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field. An essential feature of school–industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly offthejob. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs. Principles for quality workplace learning The Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work placement programs although the nature and extent of work placement programs varies across states and territories. The broad MCEETYA principles are documented below: Quality workplace learning is integrated into a program It operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and It operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and forms part of a student’s exit credential. Quality workplace learning is structured It has a clearly articulated and documented purpose; There are clearly identified and documented learning outcomes for students within accredited programs, which are linked to postschool qualifications; They are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF; There is a matching between the students’ skills and interests and the work placements; and Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties. Quality workplace learning is monitored The learning is coordinated by personnel with appropriate expertise and adequate resources; and Support should be made available to students and employers throughout the course of the work placement. Quality workplace learning is regulated There are clearly stated procedures designed to ensure that: Students are protected from moral and physical danger; Students work in a nondiscriminatory and harassment free environment; Students receive appropriate training and instruction in occupational health and safety; and Students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages. The students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and the other employees. Quality workplace learning is assessed The assessment, according to industry standards, is of students’ competencies achieved in the workplace which contributes to the overall assessment of the program; and There are mechanisms for the recording and reporting of students’ competencies. There is a strong correlation between these MCEETYA quality principles and the OECD characteristics of high quality learning programs detailed below. The major 14country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD identified 10 characteristics of high quality workplace learning programs. These are: Work placements that are long enough for real learning to take place. Systematic analysis of the training capacity of the workplace, to see what it can realistically supply. A formal training plan, setting out what has to be taught and learned, and clarifying the workbased and schoolbased parts of a student’s program. Employer involvement in student selection for work placements. The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur. The use of qualified, highly competent workers as workplace trainers or mentors. Regular facetoface contact between the coordinators and employers and infirm supervisors. Monitoring of the students on the job by the program coordinator. The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly. Deliberate efforts by schools to relate what has been learned at work to students’ schoolbased learning. (OECD, 2000, From Initial Education to Working Life: Making Transitions Work. Organisation for Economic Cooperation and Development, Paris.) Effective work placement is characterised by: activities that complement offthejob learning programs clearly articulated and documented purpose development of appropriate attitudes towards work development of competence in designated industry skills and Employability Skills facility for onthejob practice of skills acquired in a classroom flexibility learning in a range of behaviours appropriate to the relevant industry opportunities for workbased assessment regular and frequent use of current technology and equipment relevance to the VET qualification being undertaken recognition of student readiness support of industry partners. Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of ‘seriousness’ if the outcomes are to be valued by individuals and industry clients of the VET system. It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles: That the RTO assume responsibility for finding placements and validating the arrangements. That the workplace has the appropriate resources, tools and staff to conduct the placement with compliance to any legislative requirements. That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF standards. That a student on work placement must be covered by injury insurance. That there is a formal contract setting out each party’s responsibilities and obligations. That the workplace must have on site a qualified workplace trainer and assessor in ‘direct line’ control of the student (to avoid training and assessment by ‘proxy’). That if the placement is for assessment only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal). That if the placement also includes training then any ‘academic pass’ cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned. That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge. That where assessment occurs it be clearly related to a unit of competency relevant to the work placement. That where more than one performance criteria (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the PC. That the qualifications level be appropriate in context i.e. if it is advanced programming there must be an advanced programming task observed and assessed That the actual variables of the PC be documented for audit purposes and for verification of appropriateness of the range in the work placement. In some state and territory school systems, parttime student work in an appropriate workplace may be used to fulfil work placement requirements and virtual/simulated work placements may also be legitimate. Appendix B: Training and Assessment for People with Specific Needs Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005; they clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination. DEST provides further information in the Disability Standards for Education 2005 Guidance Notes, accessible via the DEST website (www.dest.gov.au/NR/rdonlyres/11D73DAB-5477-42F2-AB39-BE2F5BD9BC04/15407/DisabilityStandards_GuidanceNotes_004_screen.pdf). Good vocational education and training and assessment are often about making adjustments to what we do to meet the learning support needs of individuals. The information provided in this section is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability. According to the 2003 Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers (SDAC) section on education and employment: ‘In 2003, one in four people (24%) aged 15–64 years with a profound or severe coreactivity limitation, who were living in households, had completed Year 12. This compares to half (49%) of those without a disability. People with a profound or severe coreactivity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%). Employmentrelated findings, for people aged 15–64 years living in households, from the 2003 SDAC include: those with a profound level of coreactivity limitation had a much lower labour force participation rate (15%) than people without a disability (81%) people with a disability who were employed were more likely to work parttime (37%) than those who were employed and did not have a disability (29%) people employed in agriculture, forestry and fishing (16%) had a relatively high disability rate compared to the overall rate for those employed (11%).’ Clearly there is much work still to be done to ensure people who have a disability are able to participate in vocational education and training and employment as fully as possible. What is a disability? A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments. While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics. A disability may affect or relate to a range of human functions including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illness or birth. According to the 2003 Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers (SDAC): ‘one in five people in Australia (3,958,300 or 20.0%) had a reported disability. This rate was much the same for males (19.8%) and females (20.1%). Disability was defined as any limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. Examples range from hearing loss which requires the use of a hearing aid, to difficulty dressing due to arthritis, to advanced dementia requiring constant help and supervision.’ The ABS SDAC 2003 information also tells us that: ‘15.2% (600 300) of people with a disability reported that the cause of their main health condition was accident or injury, 14% (557 300) that it was disease, illness or heredity, and 11% (423,500) that it was "Working conditions, work or overwork".’ Health conditions can also be acquired through sporting accidents, repetitive or overuse through regular or sporting activities, or the daily activities of life. There are many resources available that provide information on how to adjust training and assessment for someone who has a disability; some of these are listed below. Adjustments in training and assessment An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards employers and training providers expect. Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place. Training and assessment can be made more appropriate and fair for a person who has a disability through attitude, preparation and application. Attitude The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies who can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned. Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a ‘person who has an intellectual disability’ and an ‘intellectually disabled person’. A person who has an intellectual disability could also be identified by a range of equally important characteristics – height, age, sporting interests. However, an intellectually disabled person refers to the disability as the major, and often only, defining characteristic. Preparation It is important to identify any functional issues arising from the nature and extent of a person’s disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required. Application Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because: adjustments may only need to be temporary – i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring adjustments may need reinforcing – when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become ‘natural’ adjustments may made need improving – where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring. In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include: performance indicators – training providers, learners and employers should have agreed indicators of performance which can be measured and monitored independent support – a third party independent of the training and/or assessment environment may need to be involved experimentation – if existing adjustments are not proving satisfactory, creative solutions may be needed continuing review – formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary. For further information on training and assessment for people with specific needs, the DEST website has information about the Disability Coordination Officer Programme, which ‘provides information, coordination and referral services for people with a disability interested in or enrolled in postschool education and training’ (www.dest.gov.au). Reasonable adjustment Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages. Type of Disability Reasonable Adjustment Acquired brain injury: memory aids (posters, notes etc.) minimise stress reflective listening skills time and patience. Hearing impairment: audio loops for people using hearing aids plain English documents fire and alarm systems with flashing lights sign language interpreters telephone typewriters. Intellectual disability: additional time assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) mentors plain English documents practical learning sessions repetition of learning exercises. Mobility impairment: access to aids such as for holding documents adjustable tables lifting limits note taking support oral rather than written presentations personal computer wheelchair access. Psychiatric disability: identification and avoidance of stresses ongoing rather than formal assessments reflective listening skills ‘timeout’ breaks in assessment. Speech impairment: summarise information minimise stress time and patience written rather than verbal opportunities. Vision impairment: additional writing time for assignments/tests audio tapes Braille translations enlarged computer screen images enlarged text and images good lighting or reading lamps guide dog provision informing the person before moving furniture voice synthesisers on computers. Sources of support for employment, training and assessment There are many sources to support in the employment, training and assessment of a person who has a disability; some of these are listed below. Association of Competitive Employment (ACE) National Network ACE represents agencies who deliver open employment services for people who have a disability. PO Box 5198 Alphington VIC 3078 Ph: (03) 9411 4033 Fax: (03) 9411 4053 Email: info@acenational.org.au Website: www.acenational.org.au Australian Disability Clearinghouse on Education and Training (ADCET) ADECT provides information about inclusive post secondary education and training teaching, learning and assessment strategies and support services for people who have a disability. ADCET Locked Bag 1335 Launceston TAS 7250 Ph: (03) 6324 3787 Fax: (03) 6324 3788 Website: www.adcet.edu.au Australian Association of the Deaf PO Box 1083 Stafford QLD 4053 Ph: (07) 3357 8266 Fax: (07) 3357 8377 TTY: (07) 3357 8277 Email: aad@aad.org.au Website: www.aad.org.au Australian Federation of Deaf Societies PO Box 1060 Parramatta NSW 2124 Ph: (02) 8833 3615 Fax: (02) 9893 8333 TTY: (02) 9893 8858 Australian Federation of Disability Organisations Australian Federation of Disability Organisations 247 Flinders lane Melbourne VIC 3000 Ph: (03) 9662 3324 Fax: (03) 9662 3325 Email: office@afdo.org.au Website: www.afdo.org.au Blind Citizens Australia PO Box 24 Sunshine VIC 3020 Ph: (03) 9372 6400 Fax: (03) 9372 6466 TTY: (03) 9372 9275 Freecall: 1800 033 660 Email: bca@bca.org.au Website: www.bca.org.au Brain Injury Australia PO Box 82 Mawson ACT 2607 Ph: (02) 6290 2253 Fax: (02) 6290 2252 Email: bianational@apex.net.au Carers Australia PO Box 73 Deakin West ACT 2600 Ph: (02) 6122 9900 Fax: (02) 6122 9999 Email: caa@carersaustralia.com.au Website: www.carersaustralia.com.au Commonwealth Disability Services Program Contacts http://www.facs.gov.au or by telephone: New South Wales (02) 263 3818 Victoria (03) 9285 8523 South Australia (08) 8236 6111 Northern Territory (08) 8946 3555 Queensland (07) 3360 2800 Western Australia (08) 9346 5311 Tasmania (03) 6221 1411 ACT (02) 6274 5206 Deafness Forum of Australia The forum coordinates the annual National Hearing Awareness Week, held in the last complete week of August. 218 Northbourne Avenue Braddon ACT 2612 Ph: (02) 6262 7808 Fax: (02) 6262 7810 TTY: (02) 6262 7809 Email: info@deafnessforum.org.au Website: www.deafnessforum.org.au Website: www.hearingawareness.org.au Mental Health Foundation Australia 270 Church St Richmond VIC 3121 Ph: (03) 9427 0407 Fax: (03) 9427 1294 Email: admin@mhfa.org.au Website: www.mhfa.org.au National Council on Intellectual Disability PO Box 771 Mawson ACT 2607 Ph: (02) 6296 4400 Fax: (02) 6296 4488 Email: ncid@dice.org.au Website: www.dice.org.au National Ethnic Disability Alliance PO Box 381 Harris Park NSW 2150 Ph: (02) 9687 8933 Fax: (02) 9635 5355 TTY: (02) 9687 6325 Website: www.neda.org.au Physical Disability Council of Australia Ltd PO Box 77 Northgate QLD 4013 Ph: (07) 3267 1057 Fax: (07) 3267 1733 Email: pdca@pdca.org.au Website: www.pdca.org.au SANE Australia PO Box 226 South Melbourne VIC 3205 Ph: (03) 9682 5933 Fax: (03) 9682 5944 Freecall: 1800 18 SANE Email: info@sane.org Email: helpline@sane.org Website: www.sane.org SAI Global Standards Australia Publications Distributor Ph: 131 242 Fax: 1300 65 49 49 Email: sales@saiglobal.com Website: www.saiglobal.com Standards Australia Standards Australia develops standards and codes for building access. Standards Australia Limited 286 Sussex Street Sydney NSW 2000 GPO Box 476 Sydney NSW 2001 Ph: (02) 8206 6000 Email: mail@standards.org.au Website: www.standards.org.au Women with Disabilities Australia (WWDA) PO Box 605 Rosny Park TAS 7018 Ph: (03) 6244 8288 Fax: (03) 6244 8255 Email: wwda@ozemail.com.au Website: www.wwda.org.au Appendix C: Assessment for Indigenous Organisations Development of the Certificate IV in Governance (Indigenous Organisations) and Diploma of Indigenous Governance qualifications were undertaken because of a widespread concern within the Aboriginal and Torres Strait Islander community that training for Boards of Management was urgently needed and that training should be: relevant to the diverse needs of a wide range of Aboriginal and Torres Strait Islander organisations culturally appropriate in its form and content community-driven accredited. The units of competency and Assessment Guidelines for these qualifications were developed in consultation with Aboriginal and Torres Strait Islander organisations throughout the country. They reflect the broad spectrum of Aboriginal and Torres Strait Islander organisations and, equally importantly, address in both form and content the unique cultural context in which those organisations operate. To effectively meet the needs of Aboriginal and Torres Strait Islander Boards of Management, Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing assessment processes along appropriate lines. There are four main areas of concern: diversity cultural appropriateness community control accreditation. Diversity The term diversity is used to emphasise the wide range of opinion, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same. One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including: culture language history social make up geography social and economic infrastructure economy political structure. These factors suggest that training and assessment, in order to be relevant to the needs of any particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique. Cultural appropriateness The term culture is used in a broad sense in this context: it refers to: values, social beliefs and customs e.g. Aboriginal and Torres Strait Islander law, land and family and kinship systems protocols of behaviour and interaction e.g. cultural authority, gender, kinship ways of thinking e.g. learning styles language, both traditional and Aboriginal English lifestyles local history location e.g. region and place. A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment. It is understood that Aboriginal and Torres Strait Islander people may: learn better in groups than individually learn better in the surroundings of their community than in an institutional environment prefer oral communications to written forms learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches have a highly developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations. To be effective, it is necessary that training and assessment recognises, adopts and practises appropriate delivery and assessment approaches. Non-Aboriginal and Torres Strait Islander trainers and assessors need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and assist with assessment of relevant protocols, for example, where required. There are a number of ways a Registered Training Organisation (RTO) can establish and maintain culturally appropriate training and assessment practices, including: ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities as a mainstream (nonIndigenous) RTO, establish auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel. Community control The term community control is synonymous with selfdetermination, selfmanagement, etc. and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation. The essence of control is control of decisionmaking. In order to be able to do this, people need all relevant information, relevant competencies and recognition of their own structures and processes. Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in all stages of planning, development, delivery and evaluation, in meaningful ways. One way is for communities to have control of the contract for training initiatives. It is important that training providers and assessors respect and conform to the practice of community control which underpins this field within the CUF07 Screen and Media Training Package. Accreditation Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they utilise in managing their organisations and delivering services to their communities have not been valued. The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel. Secondly, until this time, recognition of current competence (RCC) has been underutilised. The Governance (Indigenous Organisations) domain of the BSB07 Business Services Training Package has been developed to meet the diverse needs of community organisations. Individuals may demonstrate competence in complete units of competency through formal training, informal training or the recognition of current competencies/skills, resulting in qualifications/Statements of Attainment being awarded as appropriate. In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience and possess diverse skills in literacy and/or numeracy. However, diverse numeracy and literacy skills are not a barrier to sophisticated thought, and care must be taken not to employ assessment strategies that rely on numeracy and literacy skills where they are not intrinsically required by the unit of competency being assessed. A flexible approach to assessment and qualifications will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within the BSB07 Business Services Training Package. Assessment in Aboriginal and Torres Strait Islander Communities The assessment of the units of competency for Board members of Aboriginal and Torres Strait Islander organisations needs to take account of a number of particular features. These include: Board members being a widely dispersed group of people, located in remote, rural, urban and metropolitan settings Board members being people who have not had relevant competence/skills formally recognised work involving a wide range of operational areas e.g. health, housing, employment, legal services Board membership being on a voluntary basis work practices, including Board functions, that may operate largely or partially upon culturally prescribed values, behaviour (protocols) and consensus-style decision-making strong commitment to community as the protector of culture, necessitating participation of the community at all times. The guiding principles that underpin assessment include: assessment should be transparent i.e. clearly seen and understood by the candidate and others assessment should empower the candidate on the basis of consent, selfassessment and responsibility for the process any Board members or prospective Board members should have opportunities to demonstrate their competence/skills Board activities may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community knowledge and skills assessments must provide constructive feedback to candidates and support for further competency development assessments must provide a Statement of Attainment or qualification listing the units of competency achieved records of candidate achievement maintained by the RTO must record the Statement of Attainment listing the units of competency achieved or qualifications achieved as required by the AQTF a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace. Given the importance of the assessment to the candidate and the Board, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity. Units of competency with a cultural content, including the following of local protocols, will require knowledge of these cultural matters by the assessor. As these matters are often governed by local rules of access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the competency or provide guidance on their assessment. Discussion must take place with the community and agreement reached on how these matters are assessed. For non-Aboriginal RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community. It should also be noted that for Aboriginal and Torres Strait Islander people being assessed, these aspects of competency will almost invariably have been attained through life experience. This must also be taken into account in the assessment procedures relating to cultural matters. Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency. Candidates must be informed of the right to access grievance procedures. Appendix D: Access and Equity Resources For supporting resources, regularly check DEST publications, and also refer to ANTA publications: http://www.dest.gov.au/common_topics/publications_resources/ Legislation Racial Discrimination Act 1975: scaleplus.law.gov.au/html/pasteact/0/47/top.htm Disability Discrimination Act 1992 (DDA): scaleplus.law.gov.au/html/pasteact/0/311/ top.htm Human Rights and Equal Opportunity Commission: www.hreoc.gov.au Working with diversity – AQTF supporting resources Working with Diversity: A Guide to Equity and the AQTF Working with Diversity: Quality Training for People with a Disability Working with Diversity: Quality Training for Indigenous Australians Language and literacy Adult literacy: literacynet.dest.gov.au Indigenous Australian Government Indigenous Portal: www.indigenous.gov.au Indigenous Education Online: https://indigo.dest.gov.au Indigenous Education Consultative Bodies (IECB): Contact State and Territory Authorities or telephone 1800 800 821; or go to www.dest.gov.au/sectors/indigenous _education/organisation_contacts Partners in a Learning Culture – National Strategy and Blueprint for Implementation available from DEST (ANTA publication): http://www.dest.gov.au/sectors/training_ skills/publications_resources/profiles/anta/profile/partners_in_a_learning_culture_a_blueprint.htm Disability Australian Disability Clearinghouse on Education and Training (ADCET): www.adcet.edu.au Disability employment agencies: Contact State and Territory offices of Department of Family and Community Services for details of local disability employment agencies; or got to: www.facs.gov.au/internet/facsinternet.nsf/disabilities/services-cdes.htm Women Women Shaping our Future available from DEST (ANTA publication): http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/ profile/women_shaping_our_future.htm Equal Opportunity in the Workplace Agency (EOWA): www.eowa.gov.au