[RTO Logo] Training and Assessment Strategy Name of RTO Delivery period [Date details] Code and title of [Full & correct training product details] qualification Units of Code Title Core/Elective competency (C or E) Client(s) The key clients for this qualification are: 1. [Client group and associated needs] 2. 3. Delivery and Duration assessment arrangements The program is delivered over a period of Alignment with units of competency Program area Name Unit(s) of competency (name given to each cluster of units) [name] [name] Name of RTO Delivery and Learning Pathways and Delivery Methods assessment [Broad outline of the major approaches to skill development eg. traineeship/workplace-based arrangements con’t delivery, institution-based delivery, etc] [Details of the specific training and learning activities and methods used to develop the knowledge and skills that underpin the units of competency] [Details regarding the way in which the training may be customised to suit the various client groups identified above, examples of typical scenarios, etc] Organisational Responsibilities [Details of those organisations involved and the roles each will play (ie. ‘partnership arrangements] Evidence-gathering techniques Program area A B C D E F G H KEY: A-Demonstration, B-Questioning, C-Interview, D-Scenario—problem solving, E-Role play, F- Case study — fault finding, G-Written test, H-Critical incident report Delivery and Staff member Program Area(s) Involvement Competencies assessment staff (T = Teach A = (V=Vocational Assess) A=Assess) Assessment [Details of how assessment strategies are/have been validated by industry stakeholders] validation process The processes used to validate assessment activity in this program are: Infrastructure Resource requirements (A tick indicates Equipment that the RTO has the required venue details, etc infrastructure.) Program manager’s [signature] endorsement: Date: Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies – Part 2: Resource Guide (ANTA, 2002).
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