Your training and assessment strategies (TAS) document critical information related to your RTO’s planning for the training and assessment you provide. It is vital that the TAS template you use is fit for purpose and designed to capture all of the key aspects of your delivery. Your TAS can comprise of multiple documents as suggested by ASQA so long as there is alignment between all documents and the overall strategy is well defined. The following advice outlines the essential information that must be captured by your RTOs training and assessment strategy template.

Training Product Information:

You must identify in your TAS the training product you are delivering including its code and full title as per the National Register. You should also reference the release number and transition dates if the training product has been superseded. Provide a description of the training product and the job/career outcomes that reflects the information on TGA. Be sure to list information relating to licensing or regulatory requirements if applicable.

Units of Competency Information:

List the core and elective components for delivery of full qualifications as identified in the packaging rules and for partial delivery of qualifications or stand-alone units list the specific units of competency being offered. Ensure you identify pre-requisite and co-requisite units if applicable.

Provide information on how delivery and assessment is sequenced or the order in which units of competency are delivered. If clustered training or assessment is provided ensure you explain what units of competency are being delivered holistically. Make sure you identify the relevant mode of delivery for each unit of competency and there is consistency with the mode of the overall program.

Entry Requirements:

Your TAS needs to identify the mandatory entry requirements of the specific training product and any additional requirements your RTO may have implemented for entry into the program.

Target Group:

The student cohort/s and their characteristics need to be clearly identified in your TAS including any existing knowledge, skills and work experience.

Where you have CRICOS registration for specific training products ensure that you have identified international students in your cohorts. Your RTOs student support services should be outlined in the TAS also and reflect the needs of the specific cohort/s referred to.

Mode of Delivery:

Your TAS needs to identify the mode of delivery for the training product and the units of competency listed e.g. face-to-face, online, workplace training or mixed mode

Duration / Amount of Training:

Ensure that you have provided the program’s duration and information on scheduling. Your TAS needs to detail your amount of training hours that are appropriate for the student cohort/s. Include information on supervised and unsupervised hours; work placement or other work based learning arrangements. Where you have unsupervised hours be sure to explain what access to support from a trainer the learners have during that time particularly if they exceed your supervised hours. If you have amount of training hours that are less than the minimum AQF benchmark for the training product ensure you provide justification of the reduction in hours.

Resources:

You need to provide information in your TAS that confirms your RTO is resourced appropriately for delivery of the specified training product. Make sure you identify the learning and assessment resources your RTO has in place for the program. Provide information on the assessment resources and the evidence gathering techniques being used for each unit of competency and confirm they meet the specific requirements of the training package. Identify timing of assessment. List the essential physical resources required for each unit of competency being offered including facilities such as workshops and labs, equipment and training aids. Evidence of sufficient numbers of resources for the number of learners and endorsement by industry should be provided also.

Staff Matrix:

Accurately list your qualified trainers and assessors for each unit of competency being offered in the program including any third parties delivering. Provide descriptions of any arrangements where trainers are working under supervision and include references to where supervision agreements are located.