Visa Guide. Tourism, Hospitality and Creative Arts. Quality Guidelines Required by TAFE SA

Transcription

1 Visa Guide 2016 Tourism, Hospitality and Creative Arts Quality Guidelines Required by TAFE SA Tourism, Travel and Hospitality Hairdressing and Beauty Printing, Graphic Arts, Screen and Media Textiles, Clothing and Footwear Entertainment and Music Food Processing Version

2 Contents Introduction... 2 How to go about setting up a VET in Schools Agreement... 2 Teacher Requirements... 3 School Obligations... 3 Qualifications Overview and requirements... 6 Resources for teaching and assessment VISA Program Specialist Contact Self-Assessment Checklist VISA top ups, short courses and other options Additional Links for more information TAFE SA VISA Guide 2016 July 2015 Page 1 of 23

3 Introduction This document details a TAFE SA state-wide approved approach for SA secondary schools wishing to deliver and assess units of competency or the qualification from the following Training Packages: SIT12 Tourism, Travel and Hospitality Training Package SIH11 Hairdressing Training Package SIB10 Beauty Training Package ICP10 Printing and Graphic Arts Training Package CUF07 Screen and Media Training Package LMT07 Textiles, Clothing and Footwear Training Package CUA Live Performance and Entertainment Training Package FDF10 Food Processing Training Package CUS09 Music Training Package TAFE SA is only offering the units and/or qualification(s) listed in this document to schools under a VET in Schools Arrangement (VISA). TAFE SA as the Registered Training Organisation (RTO) requires that you use the enclosed information as a checklist to ensure all physical and human resources are in place prior to delivery. Teachers and VET Co-ordinators will need to have a thorough understanding of the requirements as presented in this booklet. For further information regarding the obligations of the School and TAFE SA involved in the auspice arrangement, please refer to the overarching Memorandum of Administrative Arrangement (MAA) held with your school for VET in Schools delivery. TAFE SA is required to report all Auspice arrangements to ASQA. How to go about setting up a VET in Schools Agreement The following list provides a guide to get started. 1. Read through this booklet and ascertain if you and your school is willing to enter an auspice agreement 2. If the answer to item 1 is YES, then refer to the Self-Assessment Checklist and start gathering the required information that demonstrates that you have these requirements in place 3. With your Self-Assessment Checklist underway, contact the TAFE SA Program Specialist with the details of the course and/or units you wish to deliver 4. Your TAFE SA Program Specialist will make a time for themselves or another suitable program specialist to go through the requirements with you a. Copies of teacher/trainers qualifications etc for submission to your TAFE SA Program Specialist will be required b. You may need to submit other documentation or resources as evidence of your readiness 5. On successful demonstration that you and your school are ready for VET in Schools delivery you will receive a letter of confirmation from TAFE SA you must wait for this confirmation before you can commence marketing or delivery with students At the beginning of the academic year, or on confirmation of the agreement, you will need to work with your students to set up their profiles through mytafesa (online system). See section on School Obligations. TAFE SA VISA Guide 2016 July 2015 Page 2 of 23

4 Teacher Requirements This section describes the requirements of secondary school teachers to deliver from the specified Training Packages. The engagement of suitable teachers is a necessity for any VET in Schools delivery. Requirements for delivery: TEACHERS MUST: i. hold the TAE40110 Certificate IV in Training and Assessment as a minimum qualification inclusive of the compulsory unit TAELLN411(Address Adult, Language, Literacy and Numeracy Skills) ii. iii. be able to demonstrate vocational competencies at least to the level being delivered and assessed; and be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and trainer/ assessor competence. For more information on the national requirements please see Only Teachers employed by the School and listed on the schedule are eligible to train and assess under the VISA program. TAFE SA has a range of options to assist teachers to obtain training & assessment qualification. Contact your local campus or see the advert overleaf for further details. Vocational competence required for each of the qualifications presented within this guide is listed under Specific Teacher Requirements for each qualification. Voluntary 2015 / Mandatory 2016 Staff Development In 2015 TAFE SA is offering a short PD session for VET Co-ordinators and VET Teachers. This session will cover the administrative aspects of the VET in Schools Agreements and compliance requirements in readiness for VET delivery in 2016 November 20 th 2.30pm 4pm (Online) This session will be mandatory in 2016 in readiness for 2017 VET delivery. School Obligations Schools are required to pay $250 per VISA schedule per qualification annually. TAFE SA will invoice the School on approval of the VISA Schedule. Schools must ensure that all students undertaking study under a VISA Schedule must be recognised as full-time secondary school student. The school will need to make a commitment to providing information in a timely manner that accommodates both TAFE SA and Secondary School Sector reporting requirements. TAFE SA VISA Guide 2016 July 2015 Page 3 of 23

5 Date Data Requirement 25 March 2016 School to populate VISA spreadsheet with student data and submit to TAFE SA* 1 July 2016 Update VISA Spreadsheet with first semester results and send to TAFE SA, including any additional students 4 November 2016 Send second semester Year 12 results to TAFE SA along with parchment applications 25 November 2016 Send second semester Year 10 and Year 11 results to TAFE SA Submission of data is through the completion of the VISA spreadsheet being sent to the visa@tafesa.edu.au account. * As of 2016 School students will need to set up their on line training profile with TAFE SA through mytafesa. Go to the TAFE SA website for details and resources to assist your students with this process TAFE SA VISA Guide 2016 July 2015 Page 4 of 23

6 Opportunity for Teachers Certificate IV in Training and Assessment TAE40110 To deliver VET in a school setting, you need to hold the Certificate IV in Training and Assessment (TAE40110) as well as have industry competency and currency. This program is for teachers who have completed the Bachelor of Education (or equivalent) OR hold current registration as a teacher with the Teachers Registration Board of SA (or equivalent regulatory agency) Option 1: Certificate IV in Training & Assessment TAE40110 Workshop three day interactive workshop, includes the Language, Literacy & Numeracy unit. Online self-directed & self-paced, participants must have computing skills to commence Cost: $ per person Option 2: Upgrade from TAA40104 to TAE40110 For teachers who currently work within the VET environment and deliver and assess competency based training AND hold a current Certificate IV in Training and Assessment (TAA40104) Workshop one day interactive workshop, includes the Language, Literacy & Numeracy unit. Online self-directed & self-paced, participants must have computing skills to commence Cost: $ per person Option 3: Language, Literacy & Numeracy (core unit) For holders of the TAE40110 qualification, this unit will become core in Workshop interactive one day workshop Cost: $ per person For all dates please refer to our icentral site: or contact: Maria Fuentes t: e: maria.fuentes@tafesa.edu.au (Version: August, 2015)

7 Qualifications Overview and requirements SIT10213 Certificate I in Hospitality SPECIFIED UNITS ONLY Packaging Rules - To be awarded the SIT10213 Certificate I in Hospitality, competency must be achieved in six units of competency - three core units and three elective units. Core Units (3 only) BSBWOR203B Work effectively with others 15 SITXCCS101 Provide information and assistance 20 SITXWHS101 Participate in safe work practices 12 Electives Units Hospitality Focus (three required) SITHFAB203 Prepare and serve non-alcoholic beverages 20 SITXFIN201 Process financial transactions 25 SITXFSA101 Use hygienic practices for food safety (Group A elective) 15 Electives Units Cookery Focus (three required) SITHCCC103 Prepare sandwiches 10 SITHCCC101 Use food preparation equipment 25 SITXFSA101 Use hygienic practices for food safety (Group A elective) 15 TAFE SA may negotiate a joint partnership arrangement with schools for the delivery of additional units towards the: Certificate II in Hospitality Certificate II in Kitchen Operations Description This qualification reflects the role of individuals who participate in a range of routine and predictable hospitality work activities. They work under close supervision and are given clear directions to complete tasks. This preparatory qualification provides individuals with knowledge and skills for initial work, community involvement and further learning. Job Roles/employment outcomes The SIT10213 Certificate I in Hospitality provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and coffee shops. Possible job titles include: bar useful food runner glass runner kitchen steward kitchen useful Teacher Requirements In order to deliver the Certificate I in Hospitality, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. TAFE SA VISA Guide 2016 July 2015 Page 6 of 23

8 To deliver additional units of competence from a Certificate II in Hospitality or Kitchen Operations, teachers will need to possess the requirements above and have at least 2 years industry experience in the relevant area. Any new schools/teachers that are planning on entering a VISA arrangement with TAFE SA in Hospitality or Cookery are required to attend the 3 day update to ensure that delivery of skills and knowledge are applied appropriately in line with the National Training Package. Facilities and Equipment Prior to any school seeking a VISA arrangement with TAFE SA, a full audit of the facility and the proposed equipment needs to be conducted by TAFE SA. In most instances, these units require specialised equipment that meets the commercial nature of this program. TAFE SA is willing to work with the schools in ensuring that the appropriate equipment is purchased prior to approving any VISA arrangement. Delivery and Assessment Strategies and Resources The program will be delivered through class-based tasks that will simulate the specific industry environment of hospitality or cookery. A range of teaching and learning strategies will be used to deliver the competencies. These strategies include: practical tasks group work activities in simulated work environments Assessments may be conducted at the school, RTO, simulated work environments or any combination of these. It would be advisable that schools established agreements with local industry for students to have work experience through their studies. A range of assessment methods will be used to assess practical skills and knowledge in negotiation with TAFE SA. The following examples could be applied to many of the units: direct observation of the individual demonstrating skills evaluation of the product produced by the individual written or oral questioning to assess knowledge the review of portfolios of evidence and third-party workplace reports of on-the-job performance by the individual TAFE SA has resources that can be purchased to assist in delivery. TAFE SA VISA Guide 2016 July 2015 Page 7 of 23

9 FDF10111 Certificate I in Food Processing SPECIFIED UNITS ONLY Packaging Rules - To be awarded the FDF10111 Certificate I in Food Processing, competency must be achieved in nine units of competency - five core units and four elective units. Core Units FDFFS1001A Follow work procedures to maintain food safety 20 FDFOHS1001A Work safely 30 Electives Units FDFOP1004A Prepare basic mixes 20 FDFOP1005A Operate basic equipment 30 Description/Job Roles/employment outcomes The Certificate I in Food Processing is an introductory Qualification to food, beverage and grain processing that provides basic skills relevant to all FDF10 Food Processing Training Package sectors apart from pharmaceutical manufacturing. The Qualification is designed for application in a highly supervised context, such as VET in schools, induction to industry, or other equivalent introduction environments. Licensing/regulatory considerations There is no direct link between this Qualification and licensing, legislative and/or regulatory requirements. However, all work must comply with food safety, occupational health and safety (OHS) and environmental regulations and legislation that apply to the workplace. Additional Qualification advice Units selected from other Training Packages must be relevant to the work outcome, local industry requirements and the Qualification level. Note: AgriFood Skills Australia expects that the design of any training delivery and assessment program to support the achievement of this Qualification is based on: the context required by the industry and/or enterprise a holistic and integrated training delivery and assessment plan that identifies learning activities and evidence required Teacher Requirements In order to deliver this qualification, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. Teachers must have registered into and have attended the relevant training sessions at the TAFE SA Regency Campus and successfully completed all practical and theory sessions associated with the training. All teachers need to attend annual skills update sessions in the practical areas being delivered in the schools to ensure that delivery skills are being maintained. This should be considered the minimum Professional Development requirement for teachers, in particular in the light of their lack of vocational experience within these specialised food production areas. Facilities and Equipment Prior to any school seeking a VISA arrangement with TAFE SA, a full audit of the facility and the proposed equipment needs to be conducted by TAFE SA. In most instances, these units require specialised equipment that meets the commercial nature of this program. TAFE SA VISA Guide 2016 July 2015 Page 8 of 23

10 TAFE SA is willing to work with the schools in ensuring that the appropriate equipment is purchased prior to approving any VISA arrangement. Delivery and Assessment Strategies The delivery strategy for the various Food Processing units is conducted under a simulated work place environment. The Food Processing Pathways Reference Group meets twice a year to discuss the current programs and to endorse additional areas of study. As well the Industry Reference Group endorses the state wide VET program for school delivery. Many of the FDF 10 units have been written with a focus on a simulated work place assessment model. Where possible, the participating schools undertake integrated (holistic) assessment - grouping of competencies as they would be demonstrated in an actual work role. All VET teachers are trained current and relevant workplace practices by TAFE SA lectures through the workshops offered by TAFE SA annually. Assessment methods could include (example): Projects - Covering food hygiene, safety plans for the specific enterprise Observations/Demos/Tastings - Covering the product making process Workbooks/Tests - Covering quality requirements Industry validation of assessments The F&B Processing in Schools Pathway program s validation of assessment techniques and tools is carried out at the bi-annual IRG as discussed above. Based on this consultation, modifications will be made and implemented (eg theory assessment, multiple choice questions etc). Resources DECD has developed a number of school specific resources for this program. Other and additional resources are also available through TAFE SA. FDF20111 Certificate II in Food Processing Packaging Rules - To be awarded the FDF20111 Certificate II in Food Processing, competency must be achieved in thirteen units of competency - five core units and eight elective units. Core Units FDFFS2001A Implement the food safety program and procedures 30 FDFOHS2001A Participate in OHS processes 40 FDFOP2063A Apply quality systems and procedures 30 FDFOP2064A Provide and apply workplace information 30 MSAENV272B Participate in environmentally sustainable work practices 30 Electives Units FDFOP2041A Operate a mixing or blending and cooking process 50 FDFDP2003A Operate a curd production and cutting process 50 FDFOP2061A Use numerical applications in the workplace 30 FDFOP2004A Clean and sanitise equipment 30 FDFOP2052A Operate a chocolate tempering process 40 FDFCON2002A Operate a boiled confectionary process 50 FDFOP2028A Operate a mixing or blending process 40 FDFP02001A Operate a dicing, stripping or mincing process 30 FDFOP2029A Operate a baking process 50 FDFRB3002A Produce bread dough 80 FDFPB3001A Operate a dough mixing process 60 TAFE SA VISA Guide 2016 July 2015 Page 9 of 23

11 Description/Job Roles/employment outcomes The Certificate II in Food Processing targets those working within a production or production support role, for example, packaging, machine operations and bottling. This Qualification is designed for application in supervised environments where the work is predictable with some basic problem solving requirements. Licensing/regulatory considerations There is no direct link between this Qualification and licensing, legislative and/or regulatory requirements. However, all work must comply with food safety, OHS and environmental regulations and legislation that apply to the workplace Additional Qualification advice Units selected from other Training Packages must be relevant to the work outcome, local industry requirements and the Qualification level. Many Units in this Qualification assume a basic level of mathematics equivalent to a school sector Year 10 standard. If a student does not possess this level of mathematics then the Unit FDFOP2061A Use numerical applications in the workplace should be selected as part of this Qualification. Note: AgriFood Skills Australia expects that the design of any training delivery and assessment program to support the achievement of this Qualification is based on: the context required by the industry and/or enterprise a holistic and integrated training delivery and assessment plan that identifies learning activities and evidence required Teacher Requirements In order to deliver this qualification, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. Teachers must have registered into and have attended the relevant training sessions at TAFE SA Regency Campus and successfully completed all practical and theory sessions associated with the training. All DECD teachers need to attend TAFE SA annual skills update sessions in the practical areas being delivered in the schools to ensure that delivery skills are being maintained. This should be considered the minimum Professional Development requirement for DECD teachers, in particular in the light of their lack of vocational experience within these specialised food production areas. Facilities and Equipment Prior to any school seeking a VISA arrangement with TAFE SA, a full audit of the facility and the proposed equipment needs to be conducted by TAFE SA. In most instances, these units require specialised equipment that meets the commercial nature of this program. TAFE SA is willing to work with the schools in ensuring that the appropriate equipment is purchased prior to approving any VISA arrangement. TAFE SA VISA Guide 2016 July 2015 Page 10 of 23

12 Delivery and Assessment Strategies The delivery strategy for the various Food Processing units is conducted under a simulated work place environment. The Food Processing Pathways Reference Group meets twice a year to discuss the current programs and to endorse additional areas of study. As well the Industry Reference Group endorses the state wide VET program for school delivery. Many of the FDF 10 units have been written with a focus on a simulated work place assessment model. Where possible, the participating schools undertake integrated (holistic) assessment - grouping of competencies as they would be demonstrated in an actual work role. All VET teachers are trained current and relevant workplace practices by TAFE SA lecturers through the workshops offered by TAFE SA annually. Assessment methods could include (example) Projects - Covering food hygiene, safety plans for the specific enterprise Observations/Demos/Tastings - Covering the product making process Workbooks/Tests - Covering quality requirements Industry validation of assessments The F&B Processing in Schools Pathway program s validation of assessment techniques and tools is carried out at the bi-annual Industry Reference Group as discussed above. Based on this consultation, modifications will be made and implemented (eg theory assessment, multiple choice questions etc.) Resources TAFE SA recommends the use of resources that can be purchased through TAFEshop TAFE SA VISA Guide 2016 July 2015 Page 11 of 23

13 SIT30112 Certificate III in Tourism SPECIFIED UNITS ONLY Packaging Rules - To be awarded the SIT30112 Certificate III in Tourism, competency must be achieved in fifteen units of competency - four core units of competency + eleven elective units of competency from a selected list. TAFE SA auspice the following units for VET in schools delivery: Core Units SITTIND201 Source and use information on the tourism and travel 25 industry SITXCCS303 Provide Service to customers 25 SITXCOM201 Show social and cultural sensitivity 20 SITXWHS101 Participate in safe work practices 12 Electives Units SITXCCS201 Provide visitor information 35 SITXLAN21 Conduct basic oral communication in a language other than English 120 Description This qualification reflects the role of individuals who use a defined and limited range of operational skills. They are involved in mainly routine and repetitive tasks using practical skills and basic industry knowledge. They work under direct supervision. Job Roles/employment outcomes The SIT30112 Certificate III in Tourism provides a pathway to work in many tourism and travel industry sectors and for a diversity of employers including retail travel agencies, tour wholesalers, tour operators, attractions, cultural and heritage sites and any small tourism business requiring multi-skilled employees. Work could be undertaken in an office environment where the planning of tourism and travel products and services takes place, in the field where products are delivered or a combination of both. Possible job titles include: documentation clerk for a tour wholesaler museum attendant office assistant for a small tour operator receptionist and office assistant in a professional conference organiser receptionist and office assistant in a retail travel agency retail sales assistant in an attraction ride attendant in an attraction. Teacher Requirements In order to deliver this qualification, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. In addition to the National Skills Standards Council requirements, teachers must be able to provide evidence of: Obtainment of the unit of competence (ie have done the unit, obtained by Recognition of Prior Learning or participated in TAFE SA Tourism Pathways teachers workshop training) Recent industry professional development. Evidence that teacher has participated in professional development relevant to the units they deliver (within last 2 years). A description of some or all of the following activities is required: o Conferences TAFE SA VISA Guide 2016 July 2015 Page 12 of 23

14 o Meetings with Industry operators o Attending Exhibitions/Trade Shows o Industry Seminars o Excursions or visits to Industry o Subscriptions to specific magazines o Events that are industry related o Industry guest speakers o Membership of an association/organisation o Back to industry placement o Activities that enhance your knowledge related to the units you are delivering Teachers will also need to attend TAFE SA professional development annually (Teachers Pathways 1 day update) Facilities and Equipment To deliver the units listed the School is required to have access to the following: access to the internet and desk and chair computers, monitors, keyboards, mouse and mouse pads generic computer software and applications, including: computer operating system databases electronic presentation, such as PowerPoint spreadsheets word processing Delivery and Assessment Strategies and Resources The tourism training package lends itself to simulated, holistic assessments. Each unit in the tourism training package has critical aspects of assessment for which evidence of assessment is required. Resources TAFE SA recommends the use of resources that can be purchased through TAFEshop TAFE SA VISA Guide 2016 July 2015 Page 13 of 23

15 SIH20111 Certificate II in Hairdressing Packaging Rules - To be awarded the SIH20111 Certificate II in Hairdressing, competency must be achieved in thirteen units of competency - eight core units and five elective units. Core Units BSBSUS201A Participate in environmentally sustainable work practices 20 SIHHBAS201A Perform shampoo and basin services 40 SIHHCCS201A Greet and prepare clients for salon services 10 SIHHHDS201A Dry hair to shape 40 SIHHIND201A Maintain and organise tools, equipment and work areas 20 SIHHOHS201A Apply salon safety procedures 20 SIRXCOM001A Communicate in the workplace 40 SIRXIND001A Work effectively in a retail environment 45 Electives Units SIHHIND202A Develop Hairdressing Industry Knowledge 15 SIRXRPK002A Recommend hair, beauty and cosmetic products and services 25 SIHHBAS202A Perform head, neck and shoulder massage 20 SIHHHDS202A Apply hair braiding techniques 30 SIRXSLS001A Sell Products and services 20 Description This qualification reflects the role of individuals who work as salon assistants and are competent in communicating in the workplace, interacting with and providing service to clients and assistance to colleagues. They perform routine functions under direct supervision as part of a hairdressing team. Job Roles/employment outcomes The SIH20111 Certificate II in Hairdressing provides a pathway to work in the hairdressing industry. Possible job titles include: salon assistant Teacher Requirements In order to deliver this qualification, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document have the relevant vocational competencies at least to Certificate III in Hairdressing evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence have a minimum of 2 years industry related work attend industry and educational workshops as required Facilities and Equipment To deliver the units listed the School is required to have access to the following: Simulated Hairdressing salon Computer suite Lecture theatre Hairdressing tools/ electrical equipment various Clients and manikin heads Consumable products. TAFE SA VISA Guide 2016 July 2015 Page 14 of 23

16 Delivery and Assessment Strategies and Resources Delivery will include students undertaking practical skills development in a simulated salon environment together and theoretical underpinning knowledge will be by ways of class tutorials, demonstration workshops and individual and group researches. A range of assessment methods will be used to verify students have achieved the required standards and may include: direct observation of the learner performing a range of tasks in a simulated salon-training environment. theoretical researches and portfolios. students final holistic skills developed throughout the course, will be presented in a choreographed staged setting. Whilst TAFE SA supplies the greater part of resources and all consumable goods, students participating in this training program may need to purchase some equipment to assist in their training. This purchase is minimal and remains the property of the student upon completion of the course. SIB20110 Certificate II in Retail Make-up and Skin Care Packaging Rules - To be awarded the SIB20110 Certificate II in Retail Make-Up and Skin Care, competency must be achieved in fifteen units of competency - ten core units and five elective units. Core Units SIBBFAS201A Demonstrate retail skin care products 25 SIBXCCS201A Conduct financial transactions 25 SIRXCLM001A Organise and maintain work areas 20 SIRXCOM001A Communicate in the workplace 40 SIBXFAS201A Design and apply make-up 40 SIRXIND001A Work effectively in a retail environment 45 SIRXMER001A Merchandise products 30 SIRXOHS001A Apply safe working practices 20 SIRXRPK002A Recommend hair, beauty and cosmetic products and services 25 SIRXSLS001A Sell products and services 20 Electives Units BSBSUS201A Participate in Environmentally Sustainable Work Practices 20 SIBXCCS202A Provide service to clients 30 SIBXFAS202A Design and apply make-up for photography 30 SIRXINV001A Perform stock control procedures 35 SIBBRES201A Research and apply beauty industry information 20 Description This qualification reflects the role of individuals who are competent in communicating in the workplace, interacting with customers, demonstrating and selling make-up and retail skin care products, and performing routine salon or store functions. The qualification is designed to reflect the role of persons who perform a prescribed range of functions under supervision, involving known routines and procedures and with some accountability for the quality of outcomes. Job Roles/employment outcomes The SIB20110 Certificate II in Retail Make-Up and Skin Care provides a pathway to work in the beauty industry. Possible job titles include: Make-up artist Retail skincare consultant TAFE SA VISA Guide 2016 July 2015 Page 15 of 23

17 Teacher Requirements In order to deliver this qualification, teachers will need to hold: the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document evidence of current, relevant industry experience where the competencies have been applied comprehensive current knowledge of the industry and current practices. have the relevant vocational competencies at least to the level being delivered or assessed, Certificate II in Retail Make-up and Skin Care can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence have a minimum of 2 years industry related work attend industry and educational workshops as required Facilities and Equipment To deliver the units listed the School is required to have access to the following: Fixtures and large equipment adjustable make-up chairs Small equipment magnifying mirror make up studio lighting trolleys Delivery and Assessment Strategies Units are required to be delivered and assessed in a real workplace and or simulated environment. Resources TAFE SA recommends the use of resources that can be purchased through TAFEshop CUF20107 Certificate II in Creative Industries (Media) Packaging Rules - To be awarded the CUF10107 Certificate I in Creative Industries, competency must be achieved in eight units of competency - four core units and four elective units. Core Units BSBCRT101A Apply critical thinking techniques 20 CUFIND201A Develop and apply creative arts industry knowledge 20 BSBWOR203A Work effectively with others 15 CUSOHS301A Follow occupational health and safety procedures 10 Electives Units Schools updated VISA schedules in 2013 to select from a range of units to reflect a specific focus are for digital media skills. Description This qualification reflects the role of individuals who perform a range of mainly routine tasks in the creative industry sectors, work under direct supervision, and use limited practical skills and fundamental operational knowledge in a defined context. It is, in essence, a preparatory qualification that can be used as a pathway into CUF30107 Certificate III in Media. Job Roles/employment outcomes Possible job titles include: Community radio production assistant Community television production assistant. TAFE SA VISA Guide 2016 July 2015 Page 16 of 23

18 CUA30413 Certificate III in Live Production and Services Packaging Rules - To be awarded the CUA30413 Certificate III in Live Production and Services, competency must be achieved in fifteen units of competency - six core unit and nine elective units. Core Units BSBWOR301B Organise personal work priorities and development 30 CITXCCS303 Provide service to customers 25 CUSOHS301A Follow occupational health and safety procedures 10 CPCCOHS1001A Work safely in the construction industry 6 CUAIND301 Work effectively in the creative arts industry 50 CUVPRP304A Participate in collaborative creative projects 50 Elective Units CUALGT201 Develop basic lighting skills and knowledge 30 HLTGM202D Use hand and power tools 20 CUASOU301 Undertake live audio operations 100 CUASTA301 Assist with production operations for live performances 90 CUFLGT301A Prepare, install and test lighting equipment 30 CUSSOU303A Set up and disassemble audio equipment 40 CUASMT301 Work effectively backstage during performances 100 CPCCCM2001A Read and interpret plans and specifications 36 CPCCCM1015A Carry out measurements and calculations 20 Description This qualification reflects the role of individuals who perform a range of mainly routine tasks and who work under direct supervision. It is a flexible entry-level qualification, which can be customised to meet a broad range of industry needs. Job Roles/employment outcomes Possible job titles include: Lighting/audio/staging assistant. National Code of Practice for Induction for Construction Work Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction, Plumbing and Services Training Package fulfils this requirement. Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at Teacher Requirements - Vocational qualifications/industry Experience/Professional Development Activities In order to deliver this qualification teachers are required to: hold the minimum teaching and assessment qualification as outlined in Teacher/Trainer/Assessor requirements in this document. Hold the Certificate IV in Live production, Theatre and Events (Technical Operations) Comprehensive current knowledge of the industry and current practices. TAFE SA VISA Guide 2016 July 2015 Page 17 of 23

19 Holds the unit Work Safely in the Construction Industry (White Card) 5 years professional industry experience in the areas being taught Professional development or strategies for maintaining currency of experience Teachers are required to have: Ongoing employment in the industry Active membership of industry organisations and associations Facilities and Equipment Large indoor spaces equipped with appropriate support structures for lighting, sound, vision, set, staging, seating equipment and appropriate service facilities. Delivery and Assessment Strategies Lesson Plans and modified assessments reflecting the current CUA Live Performance and Entertainment Training Package will be required. Assessment and Delivery Strategies needed to meet VET Quality Framework National Standards - Delivering tuition in practical skills of setting up, operating and packing away a variety of recent current equipment. Using the equipment in multi-faceted productions where a variety of performers and audiences need to be facilitated. Resources TAFE SA recommends the use of resources that can be purchased through TAFEshop LMT21707 Certificate II in Applied Fashion Design and Technology SPECIFIED UNITS ONLY Packaging Rules - To be awarded the LMT21707 Certificate II in Applied Fashion Design and Technology, competency must be achieved in eleven units of competency - seven core units and four elective units. Core Units LMTFD2005B Identify design process for fashion designs 40 LMTGN2001B Follow defined OHS policies and procedures 30 Electives Units LMTCL2011B Draw and interpret a basic sketch 30 Job Roles/employment outcomes The LMT21707 Certificate II in Applied Fashion Design and Technology aims to give students an introductory overview of fashion design. It also includes a series of units targeted at the unique fashion and textile designs used in indigenous Australian culture. Studying Applied Fashion Design and Technology could lead to jobs such as: patternmaker, design assistant, product development assistant, sample machinist, garment technician, dressmaker, and production assistant. (These roles generally require further study than a certificate II. TAFE SA offers a Certificate III and Advanced Diploma in Applied fashion design, both follow on from the Certificate II.) TAFE SA VISA Guide 2016 July 2015 Page 18 of 23

20 Application The qualification is designed for application in a highly supervised context such as VET in schools, or other equivalent introduction to fashion industry environments. If a greater focus on sewing and other technical skills is required then Certificate II in Clothing Production (Intermediate) should be considered. Teacher Requirements The minimum vocational qualification required is a Certificate IV in Applied fashion design and technology. Teaching qualification required is a Certificate IV in TAE or equivalent. Relevant Professional Development strategies include attending workshops or to meet with appropriate lecturers at TAFE SA. Industry Professional Development such as work experience in a fashion design business would also be very beneficial. Bi-annual workshops at TAFE SA in the fashion program are recommended. Facilities and Equipment To deliver the units listed the School is required to have access to the following: projector light boxes computer Delivery and Assessment Strategies and Resources TAFE SA has resources that would be discussed and shared in a Professional Development teacher workshop. TAFE SA VISA Guide 2016 July 2015 Page 19 of 23

21 CUS20109 Certificate II in Music Packaging Rules - To be awarded the Certificate II in Music, competency must be achieved in eight units of competency - three core units and five elective units. Core Units BSBOHS201A Participate in OHS processes 20 CUFIND201A Develop and apply creative arts industry knowledge 20 BSBWOR203A Work effectively with others 15 Electives Units CUESOU07B Apply a general knowledge of audio to work activities 40 CUSMLT201A Develop and apply musical ideas and listening skills 25 CUSMPF204A Play music from simple written notation 30 CUSMPF201A Play or sing simple musical pieces 70 CUSMPF203A Develop ensemble skills for playing music or singing music 50 CUS30109 Certificate III in Music SPECIFIED UNITS ONLY Packaging Rules - To be awarded the Certificate III in Music, competency must be achieved in eleven units of competency - three core unit of competency + eight elective units of competency. On offer under a VISA CUSIND301B Work effectively in the music industry 35 CUSMPF304A Make a music demo 40 CUSSOU302A Record and mix a basic music demo 40 TAFE SA VISA Guide 2016 July 2015 Page 20 of 23

22 Resources for teaching and assessment TAFEshop is Australia's 'One-Stop' site to browse and access high quality teaching and learning resources. Offering a diverse range of advanced training and vocational educational resources specialising in Children's Services, Nursing and Health, Hairdressing and Beauty, Hospitality, and Tourism. You can register your account, browse through the product catalogues and purchase what you need. All resources are developed by TAFE SA subject experts and comply with ASQA and the national training package qualification requirements. There are over 900 quality resources GO TO: or from VISA Program Specialist Contact QUALIFICATION CONTACT SIT10213 Certificate I in Hospitality Belinda.McPherson@tafesa.edu.au Nigel.Blake@tafesa.edu.au FDF10111 FDF20111 Certificate I in Food Processing Certificate II in Food Processing Tony.Adey@tafesa.edu.au Fee.Lee@tafesa.edu.au SIT30112 Certificate III in Tourism Belinda.McPherson@tafesa.edu.au Nigel.Blake@tafesa.edu.au SIH20111 SIB20110 Certificate II in Hairdressing Certificate II in Retail Make-Up and Skin Care Merrill.Gratton@tafesa.edu.au Merridee.Kittel@tafesa.edu.au (Regional schools Make-Up and Skin Care) CUF20107 Certificate II in Creative Industries (Media) David.Channing@tafesa.edu.au CUA30413 Certificate III in Live Production and Services Steve.Matthews@tafesa.edu.au LMT21707 Certificate II in Applied Fashion Design and Technology Miranda.Edwards@tafesa.edu.au CUS20109 Certificate II in Music Peter.Nixon@tafesa.edu.au Secondary Schools Engagement T: (08) F: (08) E: visa@tafesa.edu.au TAFE SA VISA Guide 2016 July 2015 Page 21 of 23

23 Self-Assessment Checklist ASQA AUDIT MANDATORY EVIDENCE REQUIREMENTS ARE WE READY? Training and Training and Assessment Qualifications for each teacher: Assessment TAE40110 Certificate IV in Training and Assessment Staff Vocational Competency - Accredited Units to the level being delivered Facilities and Equipment Training Plan Documentation Training and Assessment resources Evidence of Professional Development as outlined Facilities and equipment required for each unit of competency has been identified and available. Real Workplace or Simulated Environment WHS requirements relevant to units of competency, the equipment and delivery site have been met. List of approved Units of Competency including Title, National Code and TAFE SA Code Access to the correct version of the Training Package Access to the individual Unit of Competency outlines Resources and Assessment items are available for all relevant Units of Competency All resources reflect correct titles and national codes Student Information Feedback Learning Needs Records Management Processes should be in place and are available to inform all students of: Correct title and national code of the qualification and/or units Course outcomes and pathways Learning and assessment arrangements TAFE SA RPL processes Student support services Complaints and appeals processes Opportunities to provide feedback Other program specific information Processes for collecting, analysing and using feedback from students, as a basis for improvement, in the following areas are in place and are available to all students: Facilities and equipment Learning and Assessment resources Processes are in place to identify student learning needs and learning support requirements 1. Normal record keeping by the school includes record keeping and reporting of VET undertaken by students. 2. Files maintained by the school contain verified qualifications of all staff and their ongoing professional development, and includes: Vocational qualifications and experience Training and Assessment qualifications Professional development activities 3. The school maintains current student files that include evidence of: Counselling/Registration Induction/Orientation Participation/Communication Assessments The relevant TAFE SA program specialist will be required to validate and confirm that the school has in place the necessary delivery and assessment requirements prior to finalisation of a VISA schedule and before delivery can commence. TAFE SA VISA Guide 2016 July 2015 Page 22 of 23

24 VISA top ups, short courses and other options Only the units and qualifications listed in this document are available for school teachers to deliver in the school based environment under a VISA. For any additional units or full qualifications not listed in this document, there are other training and assessment options on offer from TAFE SA outside of VISA. Different options, methodologies and partnership arrangements can include: Training Guarantee for SACE Students facilitated online classes and assessment Short Courses (package of units) under a Fee-For-Service agreement School-based Apprenticeships and Traineeships Contact your program specialist to discuss these options or any other model that you would like to consider. Additional Links for more information Training.gov.au (TGA) National Skills Standards Council Australian Skills Quality Authority (ASQA) TAFE SA VISA Guide 2016 July 2015 Page 23 of 23