Part A – Product Group TVET/SBAT Information
Master product information
RTO code: 90003
Training product code: ICT30120
Training product name: Certificate III in Information Technology
Status of training product: Current
Release number: 2
Release date: 02/10/2020
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:
General – multiple stream electives
NESA Syllabus Details
NESA Course Name: Information and Digital Technology
NESA Course Type: ☐ Board Endorsed Course
☒ Industry Curriculum Framework
Possible Outcome: Certificate III in Information Technology
NESA Delivery Pattern: 2 units by 2 years
NESA Code: 27311
HSC Indicative Hours: 240 hours
HSC Exam: ☒ Yes ☐ No
HSC Examination Stream (where applicable)
PRODUCT GROUP DETAILS
Product Manager: Dean Williams
Contact email: Dean.williams@tafensw.edu.au
Project number: PRJ9999999
Training and Assessment Strategy
1. Training product overview
1.1
Training product requirements
Link to training product on TGA: https://training.gov.au/Training/Details/ICT30120
Number of core units: 6
Packaging rules:
Total number of units = 12
Number of elective units: 6
Total number of units: 12
6 core units plus 6 elective units, of which: at least 4 units must be selected from the elective units listed below up to 2 units may be selected from the remaining listed elective units or from this or any other currently endorsed training package qualification or accredited course at Australian Qualifications Framework (AQF) Level 2, 3 or4.
Elective units must be relevant to the work environment and the qualification, maintain the overall integrity of the AQF alignment, and contribute to a valid, industry-supported vocational outcome. Core units
BSBCRT301 Develop and extend critical and creative thinking skills
BSBXCS303 Securely manage personally identifiable information and workplace information
...
(See the full packaging rules in Training.gov.au).
1.2 NESA Requirements
Link to NESA Course: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learningareas/vet/information-digital-technology-syllabus
Number of HSC Mandatory Units applicable: 7
1.3 Licensing and/or regulatory requirements
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.
1.4 Qualification description
Qualification packaging rules – TGA
Training and Assessment Strategy
This qualification reflects the role of individuals who are competent in a range of Information and Communications Technology (ICT) roles, including animation, basic cloud computing, basic cyber awareness, digital media skills, generalist IT support services, networking, programming, systems and web development.
Individuals who work in these fields apply broad sets of skills, including foundational knowledge in critical thinking and customer service skills, to support a range of technologies, processes, procedures, policies, people and clients in a variety of work contexts.
Licensing, legislative, regulatory or certification considerations
No licensing, legislative 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:
Post school study pathways
• ICT40120 Certificate IV in Information Technology
• 22334VIC Certificate IV in Cyber Security
• ICT50220 Diploma in Information Technology
EMPLOYMENT PATHWAYS
The employment pathways available to students who complete this product or specialist stream, or industry identified stream include:
These are suggested employment pathways and students should be aware that further study may be required. Employment pathways after further study include: IT Technician
Network Security Analyst
Cyber Security Specialist
Fundamental skills for multiple job roles
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.
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.
This course is only available to school students participating in the TVET program of study
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 would benefit from having access to a personal or school computer with internet access so they can complete assessments and research offsite if required
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: 410
The total amount of assessment hours for this product is: 59
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.
Teacher directed – on campus or virtual classroom synchronous
Teacher directed – self paced or self-managed asynchronous
Self-directed learning –reading, research and private study, assessment preparation
Table 1: Example delivery strategy
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):
All NESA mandatory units need to be delivered including BSBWHS311 – Assist with maintaining workplace safety, this unit can be used as an imported unit and must be delivered. The electives can be selected following the qualification packaging rules and add up to a minimum of 75 HSC indicative hours.
The table has been separated into group elective units as listed on TGA.
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 unit (for imported units list status)
Units
1 BSBCRT301 – Develop and extend critical and creative thinking skills
2 BSBXCS303 – Securely manage personally identifiable information and workplace information
Training and Assessment Strategy
# Unit code and unit title
3
4 ICTICT313 – Identify IP, ethics and privacy policies in ICT environments
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
elective or imported unit (for imported units list status)
5 ICTPRG302 –
6
Group A elective units for Animation
Training and Assessment Strategy
# 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 unit (for imported units list status)
10 ICTCLD301 – Evaluate characteristics of cloud computing solutions and services
Training and Assessment Strategy
# 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 unit (for imported units list status)
Group C elective units for Basic cyber security awareness
Training and Assessment Strategy
# 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 unit (for imported units list status) HSC
Group G elective units for Networking
Group F elective units for Work Ready Skills
Group I units for Systems
Training and Assessment Strategy
# Unit code and unit title
ICTICT302 Install and optimise operating system software
ICTSAS304 Provide basic system administration
26 ICTSAS310 Install, configure and secure a small office or home office network
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 unit (for imported units list status)
Group J elective units for Web development 27
Training and Assessment Strategy
# Unit code and unit title
30 ICTWEB431 – Create and style simple markup language documents
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 unit (for imported units list status)
31 ICTICT428 Select cloud storage solutions Stand alone Imported elective
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:
Simulated workplace: On enrolment, students will be provided with access to the TAFE Digital Campus (TDC) and learning materials related to relevant legislation, including Acts, regulations, codes of practice and business documentation.
A simulated work environment, which refers to a learning and/or assessment environment in which a student is able to practice using and operating the relevant industry related software applications, policies, procedure and equipment under realistic workplace conditions. This is applied where possible across the learning and assessment activities of this course, so students can gain ‘real-world’ experience that aligns with their job role
Students will demonstrate skills and performance evidence in a simulated environment, Gelos Enterprises, at a TAFE NSW campus that reflects industry standards and activities. One PC/laptop to every student is recommended and classrooms with computers will be provided.
The majority of UoCs are assessed in a simulated work environment, which can be achieved by utilising computer classrooms or workshops and providing organisational standard documents and scenarios. The following is a summary of the Assessment Conditions that need to be met for these assessments. The simulated work environment will provide students with access to industry-standard software and equipment to gain a real-world experience that aligns with the job role. Support resources related to simulated organisation environment are provided to students.
Students need to gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the general information and communications technology (ICT) industry, and include access to:
- information and data sources relating to cyber security
- device with active internet connection
- internet browser
- industry standards, organisational policies and procedures, codes of practice, legislation and standards documentation required to demonstrate the performance evidence.
- workplace documentation and resources
- information and data sources
- IP case studies and, where possible, real situations.
In a connected learning environment access to live network, networked computers and devices are achieved through applications such as Virtual Box, LabSim or Packet tracer. Students will be provided access to these applications where required. TAFE NSW ensures that all students undertaking this qualification will be provided with learning resources as required. A typical TAFE NSW lab consists of 15 computers and required sets of essential equipment (based on the number of students in class) required for the student to use during the learning journey. The equipment or resources required in the above clusters will provided to the student at a ratio of 1:1.
Training and Assessment Strategy
WORK PLACEMENT:
Refer to the Workplace Learning intranet page in the Policy & Procedure Hub.
DETAILS
(WHERE APPLICABLE):
Details: (e.g. ratios, supervisor information, etc.)
Detail: Work placement is not a Training Package requirement for ICT30120.
Work placement is a mandatory HSC requirement within the Information and Digital Technology Curriculum Framework and require a minimum of 70 hours have been assigned to HSC VET courses within the Framework.
Eligibility for work placement: (e.g. police checks, WWCC, other pre work placement requirements)
Work placement is to be undertaken in an IT industry work environment. Students undertaking courses as part of a school-based traineeship will meet the mandatory work placement hour requirements through the on-the-job training component of the traineeship. Recognition of Prior Learning (RPL) may be granted for mandatory work placement requirements. Students’ outside employment (i.e. not under the auspices of the school) may be recognised towards the requirement for work placement in a VET course (ACE 8051)
Work placement should occur in appropriate workplaces within the information and communications technology industry. Learning in the workplace will enable students to:
• progress towards the achievement of industry competencies
• develop appropriate attitudes towards work
• learn a range of behaviours appropriate to the industry
• practise and apply skills acquired in the classroom or lab
• develop additional skills and knowledge.
Work placement is arranged by Department of Education through the Work Placement Coordination Program.
Work Placement Service Providers (WPSPs) are contracted to support the coordination of mandatory work placements for students undertaking the 120 hour and 240 hour ICF courses. However, WPSPs do not match students to individual employers and work placements as this is the role of teachers and trainers (in schools and TAFE NSW) who best understand the student needs and the industry
Work placement readiness: Teachers are responsible for ensuring that students are thoroughly prepared before starting their work placement. To complement the work placement readiness programs direct students to complete online resource, Go2WorkPlacement. Go2WorkPlacementwww.go2workplacement.com Students complete four modules and identify specific skills and competencies that they want to focus on during their work placement. On completion of the modules, students are awarded a Work Placement Ready Certificate which informs the host employer that they have prepared for work placement. The resource can be either utilised as a classroom activity allowing the opportunity for discussion, or alternatively, students can complete the task in their own time.
Training and Assessment Strategy
For the Information Technology course it has been agreed by NESA that work placement can consist of 50% completed in a virtual or simulated work environment and 50% in an actual workplace. Students will complete evidence log for work placement completion.
Total work placement hours: 70 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
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.
Training and Assessment Strategy
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.
Major equipment
From TGA by unit or companion volume by unit if available.
Resource requirements
Classroom equipped with computers
Students will have access to the following:
Access to classroom and library facilities (including tables, chairs, computers (with appropriate software and hardware), internet access, projector, screen, adequate lighting and ventilation, clearly marked emergency exits) on campus at TAFE NSW in a simulated environment that reflects workplace conditions. Refer to Section 2.1 for a list of the workplace simulation requirements.
· TAFE NSW Online Library facilities
o Library services .
Students will have access to Student services.
TAFE NSW provides support services online, these include:
• 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.
Training and Assessment Strategy
Facilities and equipment list by unit
Resource requirements
• Learning support Learn more here
• Financial help and learn more about applying for Austudy at the Centrelink website.
• Multicultural support Learn more here.
Student undertaking this course will need to have access to a personal or school-based computer or laptop with internet and search browser throughout their course.
Equipment required at unit level and assessment conditions are listed in EMR document
Along with the equipment listed and Assessments conditions in TGA, students require access to:
- Virtual Machine software, e.g. VMWare based or VirtualBox or Hyper V
- Windows virtual machines
- Computers capable of hosting two virtual machines
- Internet
- Printers
- Microsoft Office – Word, Excel, PowerPoint
- appropriate ergonomic office equipment
- range of ICT equipment including peripherals like printers that are operational
TAFE NSW will provide students with:
• Microsoft Office 365 suite of applications, including Outlook, Word, Excel, and PowerPoint.
• The applications can be accessed via the Student Portal. Visit https://my.tafensw.edu.au
Students will be provided access to:
• TAFE Digital Campus (TDC)
Training and Assessment Strategy
Teacher and assessor qualifications and industry experience
Resource requirements
• Access to Office 365 including Outlook, OneDrive, Word, Excel, PowerPoint, OneNote, Whiteboard, To Do and Teams.
• Access to specialised network simulation software including Cisco Packet Tracer
• Access to remote infrastructure labs and virtual technologies through Microsoft Azure or similar
• Microsoft TEAMS Classrooms
• Webinars
• Local campus internet access
Learning resources
Text books, 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
TAFE NSW simulated work environment will provide students with access to appropriate workplace scenarios, facilities and equipment required to gain a real-world experience. As noted previously in section 2.1 The simulated enterprise used in this course will be: Gelos enterprises.
The simulated workplaces will include:
Training and Assessment Strategy
Resource requirements
• workplace templates, forms, and letterhead documents.
• Industry applications.
• Industry terminology.
• Electronic files.
• recordkeeping system.
• documented organisational policies, procedures, operating procedures, plans, codes of practice and protocols
• office equipment and resources.
• business software applications.
• WHS standards, WHS laws and licensing requirements.
• provide access and application of real work - case studies and workplace scenarios; And
• opportunities for interaction with others.
Note that the website, documents and any other assets will be stored in TAFE NSW Learning Bank or related systems.
Teachers will provide login details at the commencement of the course to each student to access the simulated organisation Gelos.
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.)
Table 5: Industry engagement
Industry or organisation and/or stakeholder name
1. This is a well-established leader in cloud ICT services. They employ a broad range of technology staff and have an excellent understanding of the current ICT environment. They employ TAFE NSW graduates, have a good understanding of VET and TAFE NSW courses/qualifications, and have a range of roles that relate directly to the qualifications that we have consulted on. As a service provider, they have their own ICT team but also work closely with
engagement records storage
of consultation
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)
ICT30120_IER_4 18/2/2021 Feedback:
Some basic programming and coding skills are essential
Understand helpdesk processes, ticket management and help desk systems required
Understanding of cloud security and technology
Introductory cybersecurity skills required
Understanding of cyber threats
Understanding of simple networks
Dispute resolution, customer service, expectation management, help desk support, communication, teamwork, adaptability, time management
TAFENSW Action:
Electives chosen aligned to aforementioned skills in line with packaging rules and stream specialisation are:
• BSBXCS301 Protect own personal online profile from cyber security threats
Training and Assessment Strategy
Industry engagement analysis
Industry or organisation and/or stakeholder name Industry engagement records storage
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) the ICT teams of their many customer organisations. This gives them intimate knowledge of their customer’s technology needs, ICT staff and environment.
Date of consultation
• BSBXCS302 Identify and report online security threats
• BSBXCS402 Promote workplace cyber security awareness and best practices
• ICTSAS214 Protect devices from spam and destructive software
• ICTNWK311 Install and test network protocols
• BSBWHS311 Assist with maintaining workplace safety
Programming is covered in the core, soft skills are incorporated throughout both the core and chosen electives
2. This is a well-established leader in ICT services. They employ a broad range of technology staff and have an excellent understanding of the current ICT environment. They employ TAFE NSW graduates, have a good understanding of VET and TAFE NSW courses/qualifications, and have a range of roles that relate directly to the qualifications that we
ICT30120_IER_5 18/2/2021
Feedback:
Hard skills across cloud services, operating systems administration, networking operations, cyber
Basic programming and coding skills are recommended across roles.
Maintenance, software and hardware, troubleshooting and problem solving, and diagnostic and testing are common requirements across the scope of job disciplines.
Customer service skills, help desk or support skills, communication skills, teamwork skills, adaptability would be essential soft skills
TAFE NSW Action:
Electives chosen aligned to aforementioned skills in line with packaging rules and stream specialisation are:
Training and Assessment Strategy
Industry engagement analysis
Industry or organisation and/or stakeholder name Industry engagement records storage
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) have consulted on. As a service provider, they have their own ICT team but also work closely with the ICT teams of their many customer organisations. This gives them intimate knowledge of their customer’s technology needs, ICT staff and environment. This broadens their perspective and understanding of the needs of industry and organisations significantly and allows them to provide greater insight
Date of consultation
• BSBXCS301 Protect own personal online profile from cyber security threats
• BSBXCS302 Identify and report online security threats
• BSBXCS402 Promote workplace cyber security awareness and best practices
• ICTSAS214 Protect devices from spam and destructive software
• ICTNWK311 Install and test network protocols
• BSBWHS311 Assist with maintaining workplace safety
Programming is covered in the core, soft skills are incorporated throughout both the core and chosen electives
3. This is an outsourced IT services company with offices in Sydney and Melbourne. They provide a range of services including IT support, cloud hosting, project implementation and ICT30120_IER_6 15/02/2021 Feedback:
Customer service and communication skills, understanding of cybersecurity and privacy, collaboration and team skills.
Problem solving and troubleshooting
Understand of cloud services.
Training and Assessment Strategy
Industry or organisation and/or stakeholder name Industry engagement records storage
Industry engagement analysis
Date of consultation
Understanding of network infrastructure, products and services
Scripting and automation highly regarded
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) consulting to customers nationwide. They employ TAFE NSW graduates, have a good understanding of VET and TAFE NSW courses/qualifications, and have a range of roles that relate directly to the qualifications that we consulted on. As a service provider, they have their own ICT team but also work closely with the teams of their customer organisations. This gives them knowledge of their customer’s technology needs, ICT staff and environment. This broadens their perspective and understanding of the needs of industry and organisations significantly
TAFENSW Action:
Electives chosen aligned to aforementioned skills in line with packaging rules and stream specialisation are:
• BSBXCS301 Protect own personal online profile from cyber security threats
• BSBXCS302 Identify and report online security threats
• BSBXCS402 Promote workplace cyber security awareness and best practices
• ICTSAS214 Protect devices from spam and destructive software
• ICTNWK311 Install and test network protocols
• BSBWHS311 Assist with maintaining workplace safety
Programming is covered in the core, soft skills are incorporated throughout both the core and chosen electives
Training and Assessment Strategy
Industry or organisation and/or stakeholder name
which allows them to provide greater insight.
4. Job advertisements
Industry engagement records storage
Date of consultation
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)
ICT30120_IER_7 Year to date
2021
Feedback:
Ability to troubleshoot and resolve issues.
Support various IT operating environments
Customer-focused support and engagement
Manage requests received through the Service Desk
Assist in hardware and software matters
Experience with scripting, programming
Cloud skills
Perimeter and endpoint security
Ability to think logically and laterally in order to work through problems to determine the cause and resolution
Ability to adapt
Understand client business requirements
Can-do attitude and proactive approach
Take responsibility in their own work
Excellent communication skills
Strong attention to detail
Training and Assessment Strategy
Industry or organisation and/or stakeholder name
Industry engagement records storage
Date of consultation
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)
Provide technical support
TAFENSW Action:
Electives chosen aligned to aforementioned skills in line with packaging rules and stream specialisation are:
• BSBXCS301 Protect own personal online profile from cyber security threats
• BSBXCS302 Identify and report online security threats
• BSBXCS402 Promote workplace cyber security awareness and best practices
• ICTSAS214 Protect devices from spam and destructive software
• ICTNWK311 Install and test network protocols
• BSBWHS311 Assist with maintaining workplace safety
Programming is covered in the core, soft skills are incorporated throughout both the core and chosen electives
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: jbenson14 (Jennifer.Benson8@tafensw.edu.au)
Signature: Approval was given electronically in LAMS (see request 14874): https://pcs.tafensw.edu.au/Web/#/approvals/approve/14874
Date: 15/06/2022, 10:10 AM
Part B – Delivery TAS information
6. Delivery details
DELIVERY LOCATION
Campus: Albury, Wollongong West
Region: South
OFFERING OWNER
Name: George Holt, Terry Kofod
EBS Identifier: 521 George Holt and 1005 Terry Kofod
TARGET STUDENT GROUP
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: Cloud
DETAILS OF TARGET STUDENT GROUP
ACCESS: ☐ YES ☐ NO
All students are enrolled at school in either year 11 or 12
DURATION
Total hours: 240
Start date: 15/02/2023
Total weeks: 58
End date: 24/09/2024
Date and details for HSC Trial Examination: First 2 weeks in August 2025
Training and Assessment Strategy
6.1 Additional entry requirements and student support at delivery location
The following additional student support is available:
Learners normally undertake a skills analysis of their LLN and digital literacy on entry into the course. Where the learner does not hold the necessary skills they will be required to gain further skills through tutorial support and with additional learning tasks that will be undertaken outside the classroom. Support services, including the use of Educational Support Officers (ESO) will be engaged for any students that require educational and learning support to assist them to successfully progress through the course. Support will normally be provided during class time and at some locations additional support may be provided outside normal class times.
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.
The following arrangements have been made to contextualise delivery of this Training Product to meet the needs of this student group:
Any changes to delivery strategy will be determined from the LLN and digital literacy skills analysis to identify if more time is required to deliver units (or cluster of units) dependent upon the specific learner group.
Due to COVID-19 there may be the need for some classes to be delivered by connected delivery or a combination of face-to-face and connected delivery, SkillsPoint has developed the document below to assist with changes to delivery and assessment. The strategies have been adopted by teachers across the state.
This following information has also been provided in line of the impact COVID-19 has on delivery and assessment: COVID-19 Response page (TAFE NSW Standards and Compliance)
In response to the COVID-19 pandemic, ASQA, TEQSA and other regulatory bodies have increased flexibility in education, training and assessment. They have provided advice on how to continue training during this period. TAFE NSW is still required to follow educational standards to ensure students are not disadvantaged by the move to connected, online or blended learning.
Key principles for training and assessment during this period
• Education, training and assessment is to continue where possible so as not to disadvantage domestic and international students and if social distancing practices are put it in place
• The quality of education, training and assessment must be maintained regardless of the location of the student and the mode of delivery.
• Students must be advised in writing of the changes to their study and supported to continue their study.
• We can deliver through connected, online, distance or blended learning instead of face to face or blended learning in response to the social distancing policy
• We can change the sequence of unit delivery, so that units which require practical skills involving others, workplace assessment or other factors which affect the safety and health of all are sequenced to be delivered at a later date.
Training and Assessment Strategy
• The integrity of assessment must be maintained
• All adaptive measures should be documented at the section level and in the TAFE NSW student management system.
• Adjustment Principles https://staff.tafensw.edu.au/documents/2020/04/final-covid-19principles.pdf/
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: 410
The total amount of assessment hours for this product is: 59
The total estimated unstructured learning hours for this product are: 160
The total volume of learning for this product is: 570
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.
Teacher directed – on campus or virtual classroom or online –synchronous E.g Classroom teaching/guided activities and assessment.
2. Teacher directed – self paced or self-managed –asynchronous E.g Prescribed eLearning activities. Prescribed revision and completion of activities and assessments
Table 5: Volume of learning – detail
Training and Assessment Strategy
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.
Purpose: The training and assessment strategy focuses on NSW senior secondary school students in either Year 11 undertaking the NSW Higher School Certificate and seeking to develop skills in critical thinking and customer service skills, to support a range of technologies, processes, procedures, policies, people and clients in a variety of work contexts that are supported in the cloud environment.
Target cohort: These learners are undertaking school and VET subjects that contribute to their Higher School certificate (HSC) and ATAR. They are accustomed to technology and its uses through their learning experience. They are technology savvy with developed skills to navigate the web. Many schools participate in BYOD (bring your own device) schemes; hence students have their own laptops and/or mobile device. These learners, through their study of HSC school subjects are conversant with learning concepts that include research, time management and self-directed learning.
Students will commence study in year 11 and completed in year 12 at the end of term 3.
Delivery strategy: The course is delivered in a face to face – mix mode approach that combines online course content with teacher lead connected delivery. This approach includes:
• Online course content and quizzes
• Face to face lessons
Students learning experiences will focus on five (5) key principles that are built into the Training and Assessment strategy, these include:
1. Enable inclusive and individualised learning options.
2. Engage and access virtual learning opportunities.
3. Explore and interact with online material and independent learning
4. Extend the use of digital and online collaborative tools.
5. Evaluate practice, feedback, and assessment activities
Diagram 1 illustrates an overview of the pedagogical framework.
Training and Assessment Strategy
TAFE Digital Campus: (TDC) will house the learning and assessment materials and resources. It will also provide a link to the Simulated Enterprises. The course structure for each unit includes lessons, quizzes and assessment activities and information. These resources are available online and accessible 24/7 by the students. Diagram 3 outlines a unit structure:
A student must complete the workplace safety unit, BSBWHS311 Assist with maintaining workplace safety before undertaking a work placement.
The Volume of learning (570 hours)
The Volume of Learning includes three components: 1. Amount of Training, 2. Unstructured Learning and 3. Assessment hours.
Diagram 1 pedagogical framework
Diagram 3 Unit structure
Training and Assessment Strategy
The total volume of learning is lower than the AQF volume of learning indicator for a Certificate III. The volume of learning is determined based on target student group described above The clustering of units for delivery and assessment allows significant reduction in volume of learning compared to AQF indicator. The VoL is additionally reduced due to the streamlined delivery approach that incorporates a flipped learning methodology that used online activities. This uses a targeted and flexible delivery approach, as outlined below.
This amount of training and assessment has been determined to ensure all students with an LLN level described below can successfully complete each unit of competency delivered with minimal, or no need for additional support.
ACSF LLN ratings: Learning: level 3; Reading: level 3; Writing: level 3; Numeracy: level 3; Oral communication: level 3
In this delivery strategy units are intended to be clustered for holistic delivery, where timetabled classes will generally deliver 2 to 3 units simultaneously. Holistic training reduces duplication in the content covered and ensures the number of training hours is maximised, facilitating learners to gain a broad understanding of concepts and application of skills. Some units in this course will be clustered and delivered and assessed as one unit, this will further streamline the delivery and once again reduce duplication.
Delivery is supported by 160 hours of unstructured learning including opportunities such as flexible access to the online simulated business Gelos Enterprises, where students can navigate real scenarios, workplace documentation and recorded tutorials and participate in online chat with other group members. Access to simulated WHS activity centre further provides students with access to learning tools, scenarios and links to valuable further reading suggestions.
The additional learning materials that support delivery will provide students with practice quizzes to develop the underpinning knowledge required for this course, and can be completed self-paced to fit with the HSC workload that students may have.
1. Amount of Training (352 hours)
The Amount of Training (AoT) comprises the formal learning activities that the student undertakes. These formal activities include orientation sessions, focusing on using tools within a connected classroom environment, such as discussion boards, class notes and sharing files; virtual class sessions and tutorials; directed research and prescribed reading; completion of practice activities and tasks to consolidate learning and prepare for observable activities and role plays. As noted above in ‘Delivery Structure,’ and outlined in Table 4.2, the Amount of Training is made up of contact hours and structured learning activities.
The range of activities will also support diverse student learning needs, as some may require additional assistance, including indirect learning from other students with more, or different experience. The inclusion of simulated work environments, case studies and relevant support documentation will frame the delivery. Learning resources will be available via the TDC which includes online content, videos, quizzes, and assessments. Teachers can access assessment tools (including assessment instruments, mapping, and marking guides) from the Learning bank.
Teachers may provide supplementary teaching and learning resources to meet individual and or cohort needs. These may include industry guests, handouts, PowerPoint presentations, additional revision activities, and other supporting resources that enhance the training and assessment experience. Additional resources may be shared through MS TEAMs Classroom.
Training and Assessment Strategy
2. Unstructured Learning: (160 hours)
This includes student revision of topics and practice in using applications and technologies via the simulated organisation. Self-directed learning that the student may undertake includes revision of online content, researching and preparation for assessments. To deepen knowledge of topics and concepts in this course, learners are encouraged to revise content and carry out research activities using the Internet and/or library. This is non-facilitated/undirected learning. Students will be able to access library resources, tutorials, professional articles and reading materials for their self-paced unstructured learning, independent study/revision, or skills practice outside of the timetabled virtual class sessions and or tutorials.
3. Assessment Hours: (60 hours).
Assessment will be carried out as a formative process according to unit assessment requirements. Ensuring that development of knowledge and skills are monitored, and gaps are identified and addressed through course delivery and addressed with targeted support. All assessment occurs as specified in the assessment event instructions. Assessment types include short answer knowledge questions; research projects, case studies and skill-based scenarios. Assessment methods reflect the most suitable means for assessing the performance and knowledge requirements, providing students with the opportunity to demonstrate their competence.
Assessment conditions are mapped in each assessment tool, refer to the assessment tool mapping document, located on Learning Bank. Section 2.1 of this document outlines the assessment conditions for each unit of competency related to this study program. The assessment conditions require assessments to be conducted either in the workplace or in a simulated workplace environment. A simulated workplace environment has been created. Refer to sections 2.1 and 2.6 which outlines the simulated workplace environment. Assessments include scenarios and workplace related documents, templates, and role descriptions.
Assessment hours include time to research and complete projects out-of-training session. These assessment hours are referred to as unsupervised assessment hours and tasks. Some oral communication tasks such as role plays include observed (supervised) assessment hours. These observed (supervised) assessment hours are conducted in MS Teams Most oral communication (role plays) tasks recorded and uploaded to the LMS (as instructed in the assessment tasks), for marking by the trainer/assessor. The trainer/ assessor will review the recording(s) and use the assessment checklist(s) to assess competency as outlined in the assessment.
Training and Assessment Strategy
DELIVERY TYPE Below are details of the units which are clustered for delivery.
BSBXCS303 – Securely manage personally identifiable information and workplace information
ICTICT313 – Identify IP, ethics and privacy policies in ICT environments
BSBCRT301 – Develop and extend critical and creative thinking skills
BSBXTW301 – Work in a team
ICTSAS305 – Provide ICT advice to clients
DELIVERY AND ASSESSMENT
School Terms (Dates) –Link to Department of Education NSW Calendar
Training and Assessment Strategy
Training and Assessment Strategy
4
5
Training and Assessment Strategy
Training and Assessment Strategy
Explanatory notes (for example, the sequence for delivery is designed to ensure, etc.):
The above sequencing supports the student learning journey, providing ample practice time to prepare for the HSC component of the course. The above sequence also enables the opportunity for students to undertake the HSC in this course as all HSC mandatory units will have been completed to align with Trial HSC exam (estimated for August 2023) and HSC exam (estimated for October – November 2023).
A student must complete the workplace safety unit, BSBWHS311 Assist with maintaining workplace safety before undertaking a work placement. This is delivered in Year 11. HSC exam preparation will be integrated into the learning activities for HSC mandatory units as identified in section 2.3.
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:
Training and Assessment Strategy
Detail: Work placement is not a Training Package requirement for ICT30120.
Work Placement Hours: 70
Year Work Placement is undertaken: 35 hours in 2023 and 35 hours in 2024.
Eligibility for work placement: Work placement is to be undertaken in an IT industry work environment.
Total Work Placement Hours: 70
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. Teacher qualifications and industry experience
The Standards for Registered Training Organisations (RTOs) 2015, require all teachers, trainers and assessors to satisfy Standard 1.3.
Each teacher and head teacher must maintain evidence of how the above requirements are met, including vocational competency and industry currency requirements for all units listed, via either:
1. an approved individual delivery profile (IDP) in People@TAFE
2. a staff matrix, with supporting evidence.
☒ The head teacher is responsible and must review IDPs or the staff matrix for teachers listed below in Table 9 to determine that they meet the requirements of 1.13 – 1.24 of the Standards for RTOs 2015.
Checking the box is a confirmation of compliance.
Links to the IDPs or the staff matrix must be included in the table below.
Training and Assessment Strategy
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
Table 10: Staff matrix # Units of competency delivering or assessing (multiple units can be grouped together) Teacher or assessor name (T) Teach, (A) Assess, (S) Teach under supervision Location of detailed mapping and supporting evidence
1.
2.
BSBXCS303
ICTICT313
BSBCRT301
BSBXTW301
ICTSAS305
BSBWHS311
ICTPRG302
ICTNWK309
ICTNWK311
ICTSAS214
ICTCLD301
ICTICT428
BSBXCS303
ICTICT313
BSBCRT301
BSBXTW301 ICTSAS305
ICTPRG302
ICTNWK311
ICTCLD301
ICTICT428
Kevin Liao Teacher and Assessor
Please see individual delivery profile in People@TAFE IDP Link
Grietje BruinsmaWansink Teacher and Assessor
Please see individual delivery profile in People@TAFE IDP Link
Training and Assessment Strategy
# Units of competency delivering or assessing (multiple units can be grouped together) Teacher or assessor name (T) Teach, (A) Assess, (S) Teach under supervision Location of detailed mapping and supporting evidence 3. [Select an item] 4. [Select an item]
10. Additional industry or community engagement
Training and assessment practices must be relevant to the needs of industry and communities and be informed by consultation, this may also influence resources and staff currency. Details below are of further engagement activities undertaken for this training product at a regional or local level.
All engagement with Aboriginal Organisations should be in partnership with the Aboriginal Education and Engagement Team.
Training and Assessment Strategy
# Industry or organisation Representative name
Contact details (email and phone) Date of consultation
1. OPCIT Feng Gao 0422098924 f.gao@live.com
2. Riverina Water County Council Patrick Dwyer 69220665 pdwyer@rwcc.nsw.gov.au
Industry engagement influences the following:
• qualification, course, or skill set chosen best meets the skill and knowledge needs of industry
• relevant electives for the training have been chosen
• mode of delivery and the training and assessment methods to be used suit the cohort
• skills and knowledge that trainers and assessors are required to hold
• resources the RTO uses for training and assessment
• that all the stakeholder/industry feedback above is incorporated into the development and ongoing review of this training and assessment strategy
• industry has been consulted that training is fit for purpose, best practice, and meeting the latest industry standards.
15/09/2021 The skills required are:
Cloud skills using Azure, AWS etc they also use a private cloud e.g. Nutanix.
Basic skills for new staff including Office 365 admin, Window Server domain admin, basic networking skills such as DNS, DHCP, VPN. VLAN configuration, basic firewall configuration.
Knowledge of cyber security and how to protect the organisations data from attack, and what to do if they have a cyber security threat.
9/11/2021 Students completing this course should have hands on
Training and Assessment Strategy
# Industry or organisation Representative name
Contact details (email and phone)
Date of consultation
Industry engagement influences the following:
• qualification, course, or skill set chosen best meets the skill and knowledge needs of industry
• relevant electives for the training have been chosen
• mode of delivery and the training and assessment methods to be used suit the cohort
• skills and knowledge that trainers and assessors are required to hold
• resources the RTO uses for training and assessment
• that all the stakeholder/industry feedback above is incorporated into the development and ongoing review of this training and assessment strategy
• industry has been consulted that training is fit for purpose, best practice, and meeting the latest industry standards
experience, in Install and configure operating systems, networks, virtualisation, lockdowns, securing networks and working with large networks.
They should learn how to protect and prevent an attack on the organisation and how to resolve cyber attacks.
Experience in 0365 administration within an organisational tenancy
Knowledge and use of cloud services e.g. AWS, Azure
18/11/2021 Students completing this course should have scripting knowledge using Python focusing on automation eg configuring a server should cover both virtual and physical server
Using Splunk for analysing data for security teams.
3. Epicon Tommy Lawlor
Training and Assessment Strategy
# Industry or organisation Representative name
Contact details (email and phone) Date of consultation
4. Central Telecoms.com.au Andy Heller 0413 588 163
andy@centraltelecoms.com.au
5. Wollongong City Council Lia Downie 0421 182 892
ldownie@wollongong.nsw.gov.au
Industry engagement influences the following:
• qualification, course, or skill set chosen best meets the skill and knowledge needs of industry
• relevant electives for the training have been chosen
• mode of delivery and the training and assessment methods to be used suit the cohort
• skills and knowledge that trainers and assessors are required to hold
• resources the RTO uses for training and assessment
• that all the stakeholder/industry feedback above is incorporated into the development and ongoing review of this training and assessment strategy
• industry has been consulted that training is fit for purpose, best practice, and meeting the latest industry standards
Cloud computing on any vendor focusing on autoscaling and automated provisioning
16/08/2021 The requirement for skills required are:
helpdesk roles, answering calls and tickets of customers experiencing issues with their data, mobile or voice services. Workflows and processes. These align with the CI_ITworkskills cluster
13/04/2021 The skills required are:
Soft skills - Client Communications needs more focus. These align with the CI_ITworkskills cluster
Training and Assessment Strategy
11. Delivery TAS approval
The signatures below indicate that the Delivery Team meets the requirements of the master product outlined above.
DELIVERY LOCATION
Campus: Albury, Wollongong West
Region: South
HEAD OF SKILLS TEAM (OR DELEGATE)
Name: Kerry Bradley
Signature:
Date: 14/02/2022
Note: Remove sections 9 and 10 of this document prior to upload to EVET.