Part A – Product Group TVET/SBAT Information
Master product information
RTO code: 90003
Training product code: HLT33015
Training product name: Certificate III in Allied Health Assistance
Status of training product: Current
Release number: 2
Release date: 08/12/2015
Category of product:
☒ Nationally Recognised Qualification
☐ Nationally Recognised Accredited Course (e.g. 10225NAT)
☐ Nationally Recognised Skill Set (e.g. TAESS00015)
☐ TAFE NSW Skill Set (e.g. RTO skillset)
☐ Statement of Attainment (non-skill set or single unit/s)
Specialist streams, industry identified streams, specialisations and other unit groupings contained in this MCTAS:
N/A
NESA Syllabus Details
NESA Course Name: Human Services – Certificate III in Allied Health Assistance
NESA Course Type: ☐ Board Endorsed Course
☒ Industry Curriculum Framework
Possible Outcome: Certificate III in Allied Health Assistance
NESA Delivery Pattern: Combination Delivery - 2 units x 2 years
NESA Code: 27101
HSC Indicative Hours: 240 Hours
HSC Exam: ☒ Yes ☐ No
HSC Examination Stream (where applicable)
PRODUCT GROUP DETAILS
Product Manager: Jenna Bongioletti
Contact email: jenna.bongioletti@tafensw.edu.au
Project number: PRJ0044558
Training and Assessment Strategy
Training and Assessment Strategy
1. Training product overview
1.1
Training product requirements
Link to Training Product: https://training.gov.au/Training/Details/HLT33015
Number of Core Units: 8
Number of Elective Units: 3
Total Number of Units: 11
Packaging Rules:
Total number of units = 11
• 8 core units
• 3 elective units, consisting of at least 2 units from the listed electives, and up to 1 unit from any endorsed Training Package or accredited course – the unit must be relevant to the work outcome.
All electives chosen must contribute to a valid, industry-supported vocational outcome.
1.2 NESA Requirements
Link to NESA Course:
• https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/humanservices-syllabus
• https://educationstandards.nsw.edu.au/wps/wcm/connect/a298d1a5-bfaa-49d0-b5b956d2ebe4bd7e/human-services-11-12+syllabus-based-on-chcv3-and-hltv41.pdf?MOD=AJPERES&CVID=
Number of HSC Mandatory Units: 6
More specifically, to meet HSC course requirements, students completing the Human Services (240 indicative hours) course must undertake six mandatory and one Allied health stream associated units of competency [six core and one elective listed for HLT33015 Certificate III in Allied Health Assistance]
1.3 Licensing and/or regulatory requiremnts
As specified in the packaging rules or insert the text used by other licensing authority as referred to in packaging rules, for example, packaging rules informs you to go to another site/locality to get the licensing information
No licensing, legislative or certification requirements apply to this qualification at the time of publication.
Training and Assessment Strategy
1.4 Qualification description
Qualification packaging rules – TGA.
This qualification reflects the role of allied health assistants who provide assistance to allied health professionals under predetermined guidelines. Depending on the setting, work may include following treatment plans for therapeutic interventions and/or conducting programs under the regular direct, indirect or remote supervision of an allied health professional.
To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of the units of competency.
No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.
1.5 Pathways
STUDY PATHWAYS
The study pathways available to students who undertake this product or specialist stream, or industry identified stream include:
HLT43015 – Certificate IV in Allied Health Assistance
EMPLOYMENT PATHWAYS
The employment pathways available to students who complete this product or specialist stream, or industry identified stream include:
Allied Health assistant
Therapy assistant
Therapy aide
1.6 Entry requirements
The following training package entry requirements exist for this course (from qualification packaging rules): Entry into TVET and SBAT Training Products is restricted to school students undertaking VET Programs for Secondary Schools.
There are no current training package entry requirements.
Prior to student enrolment to undertake the Allied Health Assistance course the school must confirm with the School Relationship Coordinator (SRC) that students have access to a personal or school-based computer or laptop with internet and search browser.
Training and Assessment Strategy
1.6 (A) TAFE NSW entry requirements
Any specific TAFE NSW entry requirements other than training package or regulatory requirements, for example, driver’s licence or age restrictions. Any considerations that affect local entry requirements.
1.6 (B) Other pre-enrolment considerations
Any specific pre-enrolment considerations that could result in a student not being able to complete and not related to training package rules, for example, pass a WWCC, eligibility for a police check, other prelicencing requirements and physical attributes.
Students may need a Working With Children Check (WWCC) and / or police check, depending on their age and location of work placement Other checks, such as a vaccination check, may be requested by work placement providers. Students will be advised of any workplace requirements in advance of their work placement, and be supported to complete the required checks.
Students will need to be physical capable of performing CPR compressions on a hard surface to facilitate successful completion of the unit HLTAID003 – Provide First Aid.
1.7 Exit points and partial completions
A Statement of Attainment will be issued for any unit of competency successfully completed if the full qualification is not achieved.
2. Structure, delivery, and assessment
2.1
Volume of learning
Volume of learning includes all activities required to be undertaken by the typical student to achieve learning outcomes. For further information refer to AQF Volume of Learning: An Explanation (pdf)
Amount of training is to be specified in Part B section 7 (product group recommended amount of training is specified below).
Unstructured learning is to be specified in Part B section 7.
AQF volume of learning indicator and training and assessment hours are specified below and are required to be included in detail in Part B section 7.
The AQF volume of learning indicator for this product is: Certificate III, 1200–2400 hours
The recommended total amount of training hours is: 438
The total amount of assessment hours for this product is: 81.5
Training and Assessment Strategy
2.2 Delivery strategy (suggested example for Part B)
Below is an example of recommended delivery strategy based on industry, teacher and student engagement methods and input. Variation in Part B must be accompanied by substantial justification in the outline of delivery, section 7.
Table 1: Example delivery strategy
4
2
1
Training and Assessment Strategy
2.3 Units of competency
Consistent with the qualification packaging rules and NESA requirements, the units listed below will be delivered and assessed for this training product (Table 2 must be used to populate table 7 and 8 in Part B). Units are presented in the proposed delivery sequence:
Table 2: Units of competency
# Unit code and unit title Unit type and notes (e.g. prerequisites, stream type)
Packaging rules (grouping e.g. group B, hours and points, where applicable) Cluster group # or stand alone Core, elective or imported
(for imported units list status)
* Unit is imported into the qualification as per TGA listed electives but is included as a listed elective option in the NESA course.
Training and Assessment Strategy
9
8
# Unit code and unit title
and notes (e.g. prerequisites, stream type)
rules (grouping e.g. group B, hours and points, where applicable)
Training and Assessment Strategy
3. Additional information
3.1 Environment and location
Specific information relating to characteristics or notable requirements relating to simulated workplaces, work-based learning environments or other relevant details:
Where a unit of competency does not require assessment in the workplace, a simulated assessment environment may be used.
On enrolment, students will be provided access to the Learning Management System (LMS) which will provide students with access to learning materials related to relevant legislation, including Acts, regulations and codes of practice.
The simulated enterprises known as Indigo (a Community Services and Health Hub which is a network of facilities including a hospital, community centre, super clinic, youth centre, and pharmacy) provide students with an authentic workplace context for the completion of a variety of practical tasks within this course.
The TAFE NSW simulated work environment will provide students with access to simulated clients with real or simulated ageing support goals, and appropriate facilities and equipment required to gain a realworld experience of health services that align with their job role.
The simulated environment at TAFE NSW includes undertaking clinical practice with mannequins, clinical rooms which replicate care environments, and utilising workplace documentation, equipment and resources where possible.
All units of competency will be delivered and assessed in the context of the simulated or work environment aligned with Training Package qualification requirements.
Additional information on the assessment conditions and assessor requirements are included in the linked EMR document.
Training and Assessment Strategy
WORK PLACEMENT:
Refer to the Workplace Learning intranet page in the Policy & Procedure
DETAILS (WHERE APPLICABLE):
Details: (e.g. ratios, supervisor information, etc.)
Work placement is a mandatory HSC requirement within the Human Services Curriculum Framework, and minimum hours have been assigned to HSC VET courses within the Framework.
Work placement is a requirement for the unit of competency HLTAHA001 – Assist with an Allied Health program.
The student must show evidence of ability to successfully complete tasks outlined in elements and performance criteria for the unit HLTAHA001 this includes collecting evidence that the student has:
• assisted with 3 allied health programs, 1 in a simulated environment and 2 in the workplace and
• performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work.
The 80 work placement hours have been included in the total volume of learning hours and are in addition to the set training and assessment allocations.
Training and Assessment Strategy
Eligibility for work placement: (e.g. police checks, WWCC, other pre work placement requirements)
Students will be required to meet the workplace requirements this may include, a current first aid certificate, immunizations including influenza and or COVID vaccine, a Working with Children Check or a National Criminal history check.
Total work placement hours:
80 hours
3.2 Language, literacy and numeracy (LLN)
Based on the Australian Core Skills Framework (ACSF), please indicate which performance levels students are expected to be at the commencement of the course for each of the core skills listed in the table below.
For assistance in determining the LLN level of performance please consult with your relevant Learning Support Services.
Table 3: Language, literacy and numeracy
Training and Assessment Strategy
3.3 Recognition processes
RECOGNITION OF PRIOR LEARNING (RPL)
Applications for RPL will be assessed on an individual basis and may be granted when a portfolio of evidence is assessed in accordance with TAFE NSW Recognition of Prior Leaning Policy and Procedures and the student is deemed competent for the unit/s of competency for which the application applies.
Where the NESA syllabus includes mandatory work placement this requirement may also be met through RPL, subject to the requirements of the training package and NESA Recognition Rules.
CREDIT TRANSFER
Students may apply for credit transfer for identical units already attained by supplying a transcript at enrolment. The same units of competency previously completed through an Australian RTO will be credited towards the new qualification they enrol into.
In providing credit transfer the student should not be disadvantaged, units of competency that are exclusions for the TVET course must not be applied.
Detailed information on NESA Recognition Rules may be found at RPL and Credit Transfer within VET courses
3.4 Educational and support services
Schools are responsible for primary education and support services. TAFE NSW provides additional and secondary service to ensure a supported and successful learning environment for all students:
• Aboriginal Education and Engagement Teams
• Accessibility and Disability Services
• Personal Counselling
• Vocational Counselling
• Learning Support
• Scholarships
• Multicultural Support
Detailed current information on these support services is made available to staff and students at TAFE NSW Student Services and Aboriginal Education and Engagement Teams. Additionally, every student is supported by a dedicated Student Services Team at each campus location.
3.5 WHS risk ranking
Consult the WHS risk register for this course or provide substantial risk assessment for new product. Refer to the TAFE NSW WHS Course Risk Register (xlsx) to confirm ranking.
This training product has the following WHS risk ranking: Low risk
Refer to the TAFE NSW Enterprise Risk Management Policy (pdf) for more details.
Training and Assessment Strategy
3.6 Physical and learning resources
The physical and learning resources required for the delivery and assessment of core and elective units included in this TAS:
Table 4: Physical and learning resources
Type
Major facilities
Description of delivery site facilities, (e.g. full commercial kitchen) or specific needs for successful delivery and assessment.
List specifications if necessary.
Resource requirements
Major equipment
From TGA by unit or companion volume by unit if available.
Students undertaking this course will need access to classroom and library facilities (including tables, chairs, computers, internet access, projectors, screen, adequate lighting and ventilation, clearly marked emergency exits) on campus at TAFE NSW along with access to an industry workplace or simulated environment that reflects workplace conditions.
Facilities including practical rooms, classrooms and storerooms for equipment to support the delivery of this course are available at each campus site. Where a simulated environment is used, it will need to reflect real working conditions by modelling industry operating conditions and contingencies, this will include suitable facilities, equipment and resources.
Students will have access to Student services, and a range of other online support services, including student services such as:
• Library services Learn more here
• Personal counselling Learn more here.
• Career counselling Learn more here
• Aboriginal student support Learn more here.
• Accessibility and disability services Learn more here.
• Learning support Learn more here
• Multicultural support Learn more here.
Financial help and learn more about applying for Austudy/Abstudy at the Centrelink website.
Unit level equipment requirements are summaries in the linked EMR document.
Training and Assessment Strategy
Type
Facilities and equipment list by unit
Teacher and assessor qualifications and industry experience
Resource requirements
A detailed list of specific facilities and equipment for each unit MUST be included in the TAS (or accompany the TAS) with correct file name (naming conventions)
Learning resources
Textbooks, software supplied or required and how they access it, etc.
The Standards for Registered Training Organisations (RTOs) 2015, require all teachers, trainers and assessors to satisfy standard 1.3.
1. List below any other relevant qualifications, licences, industry experience or membership necessary according to training package and/or companion volume, accredited course document, regulatory requirements, industry bodies’ stipulations, etc. or list N/A.
2. For Aboriginal and/or Torres Strait Islander products please detail any specific requirements applicable for teachers and/or assessors and/or facilitators.
3. As a Mandatory Requirement, all teaching staff who deliver to TVET students (whether this be regular, casual or once only) must have a current NSW Working with Children Check (WWCC) as well as First Aid in accordance with TAFE NSW Requirements
As a Mandatory Requirement, all teaching staff who deliver to TVET students (whether this be regular, casual or once only) must have a current NSW Working with Children Check (WWCC) as well as First Aid, CPR and anaphylaxis training to have been completed at least once every three (3) years.
Student Resources:
• Online Moodle access
• Learner workbooks
• PowerPoint presentations
• Portfolio
• Student declarations
• Student submission cover sheet
• Student learning resources (This may be readings, video, sound, websites, sample policies, case studies etc.)
• A designated method of student collaboration (e.g. discussion groups, forums)
Training and Assessment Strategy
Type
Resource requirements
• Practice assessments
• SO (Simulated Organisation)
• Audio
• Animated activities/experiences
Student equipment:
• Online Moodle
• Access to a device to support teaching and assessment requirements (Students will need to access web-based activities including a SO, audio and animated experiences/activities, prescribed eBook: hardcopies of the student workbook, assessment tasks etc. (if there are any identified issues with accessing the resources electronically such as vision impairment).
Prescribed Text
• TAFE NSW (2017) First Aid textbook, 8th Ed. VETRes, Australia
Other Resources:
• Face-to-face or online theory and knowledge evidence instruction delivered using the TAFE Digital Campus
• Face-to-face performance evidence instructional sessions and supporting resources (i.e. demonstration videos, handouts).
• Teachers will provide login details at the commencement of the course to each student to access the simulated enterprises and Indigo.
• Students will have access to MS Teams classroom and the TAFE Digital Campus, a TAFE Learning Management System (LMS). Students will have access to learning content and assessment resources and criteria. Students will be able to review course learning materials and undertake online quizzes to check their understanding as they progress through their course.
Training and Assessment Strategy
3.7 Industry engagement
Training and assessment practices must be relevant to the needs of industry and informed by industry engagement, this may also influence resources and staff currency. Details below are of the most current engagement activities undertaken for this training product.
(Local Aboriginal community engagement should be detailed in Part B.)
Industry engagement analysis
Provide a succinct explanation of how industry and stakeholder engagement has informed the structure, sequencing, elective choices and other relevant components of the MCTAS development decisions and delivery and assessment methods and processes (150 words approximately or clear dot points) 1
Peak Body Allied Health CEO
https://tafe2017.light ning.force.com/lightni ng/r/Report/00O7F00 000BB4vZUAT/view?q ueryScope=userFolder
s Multiple The Certificate III in Allied Health Assistance (AHA) is a pathway qualification that provides learners with exposure to allied health, and health related skills more broadly.
The organisation identified the need for Allied Health Professionals to be strongly engaged in training including the design of teaching and learning materials, training and assessment. It was noted that it was important that the CHC units are contextualised appropriately for allied health as this will be critical to providing students with the appropriate orientation/preparation for allied health practice (which is different from nursing and support/care roles) as that would be the expectation of employers.
Table 5: Industry engagement
Training and Assessment Strategy
Peak Body Rural Allied Health CEO
2
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Large rural health and disability provider NSW Service Lead, Allied Health and Disability
3
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NSW Health Senior Allied Health Leadership
4
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Multiple The Certificate III AHA has more possible job outcomes for entry level roles in rural and remote regions. This pathway qualification plays an important part in the Rural health Commissioners recommendations for rural communities to ‘grow their own’ allied health workforce. The delivery mode must be flexible to meet the needs of rurally based students and engage locally based AHPs where possible. Allied Health professionals who understand rural practice must be engaged in training in the design of teaching and learning materials, training, and assessment. Preparing learners for work environments that are multidisciplinary/interdisciplinary is important. The Rural Generalist AHP model for AHPs is a useful framework for this.
Multiple This large health and disability providers in rural NSW has identified a growing need for allied health/therapy assistants. The current training package (currently under review) is not considered fit for purpose by the disability sector so the current training should include where possible additional resources to ensure it provides learners with an understanding of contemporary practice. Delivery modes that make the training accessible is critical for rurally based learners where this is high demand for entry level AHA staff. This large employer has AHP staff who hold TAE qualifications and have offered to support TAFE NSW delivery in the future.
Multiple
Certificate III in AHA is listed in the Allied Health Assistant award and remains a relevant qualification for Allied Health Assisting roles in NSW Health. In areas with high demand, a Certificate III AHA graduate could be employed in an entry level AHA role. NSW require graduates to have a range of entry level skills to work in a health settings that can be built upon in the workplace. Being adaptable across a range of disciplines, including providing assistance in multidisciplinary teams is important and learners need to core elements of allied health practice and working in a delegated and supervised role. NSW Health is particular interested in recruiting more Aboriginal AHAs.
Training and Assessment Strategy
5 Peak Indigenous Allied Health organisation Senior Managers https://tafe2017.light ning.force.com/lightni ng/r/Report/00O7F00 000BB4vZUAT/view?q ueryScope=userFolder s
Multiple This organisation strongly supports the Cert III AHA qualification as a core pathway to a range of health careers or higher education. The online delivery may not meet the needs of most Aboriginal students with the best practice model established in the IAHA Aboriginal and Torres Strait Islander Health Academy model anchored by face to face delivery with wrap around support and mentoring. For Aboriginal and Torres Strait Islander students undertaking the Cert III AHA via the TAFE 20 Launchpad program, strong engagement with DOE and TAFE NSW Aboriginal engagement teams will be required throughout the program to ensure student success.
Training and Assessment Strategy
4. Transition arrangements
Transition Plan where necessary is to be completed in accordance with TAFE NSW Transition Policy and Procedure (pdf).
Use the link to find ASQA’s information regarding transition from superseded training products and extensions to training product For further information refer to ASQA news on transition
Students who will be affected may be notified however they cannot be transitioned contrary to the NESA Course (ICF Syllabus or BEC) requirements, which are typically updated at the change of school year. In the event that a student is transitioned subject to NESA requirements, they may complete the HSC examination in the course of initial enrolment.
Does this qualification require the completion of a Transition Plan? ☐ Yes ☒ No ☐ If yes, a completed Transition Plan is attached
5. Master TAS approval
PRODUCT MANAGER
Name: jbongioletti (jenna.bongioletti@tafensw.edu.au)
Signature: Approval was given electronically in LAMS (see request 13162): https://live.nei.tafensw.edu.au/DATA2/LAMS/#/approvals/approve/13162
Date: 20/08/2021, 04:01 PM
Part B – Delivery TAS information
6. Delivery details
DELIVERY LOCATION
Campus: Shellharbour, Moss vale, Wagga Wagga, Albury
Region: South
OFFERING OWNER
Name: Owen Kerr
EBS Identifier: [Enter details]
TARGET STUDENT GROUP CATEGORY ☒
MODE/S OF DELIVERY
☒ On campus ☐ Virtual classroom ☐ Online ☐ Workplace ☐ Combination
Specialist streams, industry identified streams, specialisations and other unit groupings contained in this MCTAS:
N/A
DETAILS OF TARGET STUDENT GROUP
ACCESS: ☐ YES ☐ NO [Enter details]
DURATION
Total hours: 240
Start date: 14/2/2024
Total weeks: 56
End date: 25/9/2025
Date and details for HSC Trial Examination: TBA
6.1 Additional entry requirements and student support at delivery location
The following additional student support is available:
Training and Assessment Strategy
6.2
Contextualisation for local or online cohort
The following arrangements have been made to contextualise delivery of this training product to meet the needs of this student group and meet NESA syllabus requirements. Refer to MCTAS Contextualisation and Customisation Guidelines
7. Structure, delivery, and assessment
7.1 Volume of learning
Volume of learning includes all activities required to be undertaken by the typical student to achieve learning outcomes. For further information refer to AQF Volume of Learning: An Explanation (pdf)
Amount of training takes into consideration the existing skills, knowledge and experience of students, the mode of delivery, availability of resources and the number of units. It is the structured learning – formal learning activities, which may consist of:
• classes or tutorials, on-line tasks, and forums
• learning activities
• structured workplace experience
• workshop activities
• structured prescribed reading
• prescribed follow-up activities
Unstructured learning may include private study, assignment preparation, work experience and research.
A justification must be included for any differences between the AQF volume of learning indicator and the total hours in each instance of course delivery. Factors that may reduce volume of learning can include the number of units packaged in the qualification, student having pre-existing knowledge and skills, mode of delivery and clustering of units
The AQF volume of learning indicator for this product is: Certificate III, 1200–2400 hours
The total amount of training hours for this product is: 256
The total amount of assessment hours for this product is: 80
The total estimated unstructured learning hours for this product are: 720
The total volume of learning for this product is: 1056
Training and Assessment Strategy
7.2 Delivery strategy
Details of the volume of learning for the whole training product are outlined below, based on assessment hours specified in developed assessment (delete or adjust delivery mode text were necessary).
This table must reflect information in 2.1 Volume of Learning and table 2 of Part A.
Outline of delivery strategy and justification for variance in volume of learning from the AQF indicator: Variation must be accompanied by substantial justification in the outline of delivery Please refer to supporting document located in the learning bank.
Table 6: Volume of learning – detail
Training and Assessment Strategy
DELIVERY TYPE
Below are details of the units which are clustered for delivery. Table 7: Clustered delivery details
School Terms (Dates) –Link to Department of Education NSW Calendar
Table 8: Training and assessment schedule – this table must reflect information in table 2 of Part A
Training and Assessment Strategy
Training and Assessment Strategy
Explanatory notes (for example, the sequence for delivery is designed to ensure, etc.):
7.3 Work Placement
As part of preparation for work placement TVET teachers and students will need to register at go2workplacement and students will need to complete the mandatory modules.
Work placement will be achieved by:
Detail:
Work placement is a mandatory HSC requirement within the Human Services Curriculum Framework, and minimum hours have been assigned to HSC VET courses within the Framework. Work placement is a requirement for the unit of competency HLTAHA001 – Assist with an Allied Health program.
The student must show evidence of ability to successfully complete tasks outlined in elements and performance criteria for the unit HLTAHA001 this includes collecting evidence that the student has:
Training and Assessment Strategy
• assisted with 3 allied health programs, 1 in a simulated environment and 2 in the workplace and
• performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work.
The 80 work placement hours have been included in the total volume of learning hours and are in addition to the set training and assessment allocations.
Work Placement Hours: 80
Year Work Placement is undertaken:
40 hours in Year 1; 40 hours in year 2
Eligibility for work placement:
Completed registration for WP; Go2Workplacement and successful completion of HLTWHS001 and HLTINF001
Total Work Placement Hours: 80
Workplace assessment may be mandated in certain Units of Competency, or evidence gathered during work placement may be used as supplementary assessment evidence. Detail of Duration, Dates and relevant Units of Competency for Work placement for this Training Product are in the table below. Workplace visits are arranged to accommodate assessor, workplace and student needs and occurs generally during the last week of each block. Refer to workplace log book and/or assessment instruments for further details of exact dates and required evidence.
Table 9 Work placement
Training and Assessment Strategy
8. Third party arrangements
☐ Yes ☒ No | Are any training and assessment components for this training product delivered by a third party, and if so, has the required written agreement been put in place?
If yes, please provide a summary of the third party arrangement:
[Enter details]
9. Delivery TAS approval
The signatures below indicate that the Delivery Team meets the requirements of the master product outlined above.
DELIVERY LOCATION
Campus: Various Region: South
HEAD OF SKILLS TEAM (OR DELEGATE)
Name: Kellie Waters
Signature: K.Waters
Date: 5/7/2023
Note: Remove sections 9 and 10 of this document prior to upload to EVET.