ACOM Vocational Education & Training
Training and Assessment
NAME OF PARTNER ENTITY
This is an annual document and is to be completed for EACH qualification and submitted to
ACOM when renewing the Schedule 3 Partner MOU each year.
This version distributed to all Partners on 15/02/12 incorporating changes made after Partner Briefing Days 2012.
Package / Version
Qualification National Qualification
or Course Code
Units of National Unit Code Unit Title Status (eg
Competency core/Group A)
Client(s) [Identify key clients for this qualification by describing key client groups and their associated
[Describe the industry consultation process that established the client group]
Training & Duration [Indicate whether course is part time or full time and the standard
Assessment course delivery time in weeks. Indicate the nominal hours for a student
to complete the course.]
[Attach schedule where appropriate.]
Alignment Unit of competency Subject Name
[In this section show the
name which relates to
Indicate where subjects
/ competencies are
integrated or split.]
Learning Pathways & [Broad outline of the major approaches to skill development eg
Delivery Modes workplace based delivery, institution based delivery, intensive
[Details of the specific training and learning activities and methods
used to develop the knowledge and skills that underpin the units of
[Details regarding the way in which the training may be customised to
suit the various client groups identified above, examples of typical
[Details of any other organizations involved and the role they will play
in training delivery]
[Detail your support for distance education students if applicable.]
ACOMVET – Training and Assessment Strategy Outline – Approved SS – 1.0 [15/02/12] 2
DELIVERY MODE MATRIX Check (X) mode that applies
Unit SGS SCA CST PWS VPL RIN SDL VLE OTH
KEY: SGS-small group study; SCA-structured class activities; CST-case studies; PWS-practical workshops;
VPL-vocational placement; RIN-residential intensive; SDL-self directed learning; VLE-virtual learning
environment; OTH-other (Specify)
Evidence gathering The following matrix identifies the type of evidence that will be collected
techniques towards competency and to enable judgments to be made about students’
competency in each unit. Assessors have flexibility to accept other forms of
evidence from individual students (eg through RPL).
Refer to the Assessment Map for each competency in the qualification for
more detail in regard to the assessment tools and the location of evidence.
Employability skills are assessed in all assessment items.
EVIDENCE MATRIX Check (X) technique that applies
Unit OBV OQI POR SAT PRE REP PEA ASS TPR
KEY: OBV-Observation with checklists; OQI-Oral questioning / interview; POR-Portfolio / Project; SAT-
Short answer test; PRE-Presentation – oral / digital media / performance or sim; REP-Report / case
study or sim; PEA-Peer assessment; ASS-Written assignment / research essay; TPR-Third party report
(supervisor or sim)
Training & [Describe processes and procedures for initially ensuring trainers and assessors meet nationally
Assessment agreed requirements.]
[Describe the process for ensuring industry currency of trainers and assessors is maintained.]
[Describe supervision arrangements for trainers who are not qualified.]
[Complete the staff matrix below for each unit of competency in the course, indicating how staff
are involved in delivery as per the key provided.]
STAFF MATRIX Unit of competency
ACOMVET – Training and Assessment Strategy Outline – Approved SS – 1.0 [15/02/12] 3
KEY: QT-Qualified trainer; QA-Qualified assessor; TA-Technical adviser; ST-Trainer under supervision;
Tm-Delivery by a team of two or more persons who collectively meet the human resource requirements.
Assessment [Details of how assessment strategies are/have been validated by industry stakeholders.]
Validation The processes used to validate assessment in this course are:
[Details of industry consultation – who (credentials, currency), how, when, what]
[Impact of industry consultation on training and assessment strategies]
[Details of assessment moderation processes – who, what, how, frequency]
[Details of assessment validation process – who, what, how, frequency]
Resource [Statement on resources available and how resources accessed.]
Pathways [Describe employment advice that students receive and the pathways into employment that this
Student [Describe student feedback methods, purpose and frequency.]
Infrastructure All trainers, including full-time, part-time and casual trainers involved in the delivery and
Requirements assessment of this qualification, have direct access to the current version of the relevant course
(Tick each box documents & Training Packages which include the appropriate units of competency, assessment
guidelines and qualification structure.
compliance.) All trainers, as above, involved in the delivery of the programme, have access to trainer, assessor
and trainee support materials relevant to their areas of delivery and assessment.
All assessors have access to print and electronic copies of the assessment instruments that are
used in this programme.
The Partner Entity has access to staff and training/assessment resources to meet the requirements
of trainees with special needs and has an assessment process that incorporates reasonable
The Partner Entity has reviewed the equipment and facility requirements for each unit of
competency in the qualification and ensures that it has access to the facilities and equipment
necessary to implement the programme.
The Partner Entity will ensure that all marketing is approved by ACOM prior to promotion in
accordance with VQF SNR24.
ACOMVET – Training and Assessment Strategy Outline – Approved SS – 1.0 [15/02/12] 4