Cert IV in Adult Tertiary Preparation Delivery and Assessment

Delivery and Assessment Strategy Year 11/12 Studies (Certificate IV in Adult Tertiary Preparation 39260QLD)

RTO Name & NTIS No.

Phoenix Academy 50030

Delivery Period

48 Weeks / 1225 hours

Code and Title of Qualification

Year 11/12 Studies (Certificate IV in Adult Tertiary Preparation 39260QLD)

Qualification Packaging Rules

Units of Competency



10 modules including one core are required for awarding of this course. *



Any customisation is in accordance with the Guidelines for Customisation of Accredited Courses under the AQTF.



Year 11/12 graduation requires a minimum of a pass in all nineteen (19) modules.

Core (C) / Elective (E)

Code

E

Title

Nominal Hours

Co / Pre requisites

NSWTESL401A, 402A, 403A, 404A

Year 11

Module Name

595

Certificate IV in Academic Purposes‐Apply English language Speaking, Listening, Reading, Writing skills for Academic Purposes

Communications 300

280

IELTS 5.0

E

ATP408, 409

Australian Society 1 and 2

Australian Society 300

126

None

E

ATP437, 438

Mathematics General 1 and 2

Mathematics 300

126

None

E

ATP415

Computing for Academic Purposes 1

Computing for Academic Purposes 300

63

None

Year 12

Module Name

630

*C

ATP400, 401

Language and Learning Skills 1 and 2

Communications 400

126

IELTS 5.5

*E

ATP402, 403

Accounting 1 and 2

Accounting 400

126

None

*E

ATP406, 407

Australian Economy 1 and 2

Economics 400

126

None

*E

ATP439,440,441

Mathematics Pure 1,2 and 3

Mathematics 400

189

None

*E

ATP416

Computing for Academic Purposes 2

Computing for Academic Purposes 400

63

None

Total Nominal Hours

1225

Course Outcomes

By the completion of this certificate, students will be able to:       

Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts Apply solutions to a defined range of unpredictable problems Identify and apply skills and knowledge areas to a wide variety of context with depth in some areas Identify, analyse and evaluate information from a variety of sources Take responsibility for own outputs in relation to specific quality standards Take responsibility for the quantity and quality of the output of others Participate in conversations, discussions and make speeches and presentations on a wide range of topics with moderate complexity such as, hypothetical topics, controversial issues, familiar and unfamiliar topics

Entry Requirements

Assessment Evidence Requirements

Required Trainer & Assessor Competencies

 An IELTS score of 5.0 or equivalents for entry to Year 11 and an IELTS score of 5.5 or equivalent for entry into Year 12. OR  An equivalent score in an alternative English Proficiency Test such as TOEFL, TOEIC, Cambridge Test  Successfully completed Year 10 in home country for entry to Year 11 or Year 11 in home country for entry into Year 12. 

All assessments address whole units (performance criteria & elements, required skills & knowledge, employability skills, & critical aspects of evidence), and packaging requirements.



Assessment evidence requirements for each unit of competence are described in the Unit of Competence Assessment Matrices.

Trainers must: (i) Hold the TAE40110 Certificate IV in Training and Assessment from the TAE10 Training and Education Training Package Or (ii) Be able to demonstrate equivalent competencies to the TAE40110 Certificate IV in Training and Assessment from the TAE10 Training and Education Training Package Or (iii) Work under the direct supervision of a person who has the competencies specified in (i) or (ii) above* and (iv) A Bachelors Degree in Education with a teaching specialisation in the area they are teaching Or (v) A Bachelors Degree in any discipline with a Graduate Diploma in Education Assessors must: (i) Hold the following three competencies from the TAE10 Training and Education Training Package: (a) TAEASS401A Plan assessment activities and processes (b) TAEASS402A Assess competence (c) TAEASS403A Participate in assessment validation or (ii) be able to demonstrate equivalent competencies to all three units of competency listed in (i).

Industry

Client(s) / Target Learners

Phoenix Academy Engagement with Industry 

Phoenix Academy has in place a number of articulations with higher education institutions (ECU, Curtin, Murdoch, Monash, La Trobe & Bond Universities) where the Phoenix Academy Certificate IV in English for Academic Purposes is considered as acceptable for meeting the institution’s English language entry requirements. Phoenix Academy conducts longitudinal studies with a selection of these higher education institutions to monitor the success of its graduates. One such example is current joint research with Murdoch University looking particularly at student success at Murdoch University of graduating students from our pathway EAP programs.



Phoenix Academy has in place a number of articulations with higher education institutions (Murdoch, Curtin, Edith Cowan, Monash, La Trobe and Bond Universities) and with TAFE for the recognition of the Year 11/12 qualification providing direct entry to first year at university.

These articulations were established over seven years ago and have been providing the universities and TAFE with a strong stream of well‐prepared first year students.



Phoenix Academy is a NEAS approved ELICOS provider with capacity for 600 students. The Academy is regularly audited by NEAS for compliance against its standards, including the teaching qualifications of its TESOL teachers.



Phoenix Academy is a Registered Training Organisation and has recently successfully achieved its re‐registration under AQF2010.



Phoenix Academy is an active member of WAPETIA (West Australian Private Education & Training Industry Association). A large number of members are pathway providers and through this forum industry issues are discussed and relevant information is fed back to the teacher training & validation team for consideration. A WAPETIA moderation committee provides a forum for industry moderation, with Phoenix Academy acting as a key driver of the committee.



Phoenix Academy is an approved test centre for Cambridge ESOL CELTA & DELTA Teacher Training qualifications, Cambridge ESOL Computer Based Tests (FCE &CAE), TOEFL iBT, TOEIC, and the approved eTest centre for TAFE International WA. As such Phoenix Academy is required to be up to date with a variety of assessment standards in addition to the use of the CEFR and the ISLPR (International Second Language Proficiency Rating).



Phoenix Academy is a member of a panel of consultants to provide training courses for the West Australian Government Department of Agriculture & Food in the areas of English as a Second Language, and Management & Leadership. The training programs are delivered on a needs basis to management, specialist professional & technical workers from Africa, the Middle East & Asia



Phoenix works closely with a variety of stakeholders (education agents, international schools, local & international universities, corporate groups & businesses) in the development and promotion of ELICOS programs to prospective students. This includes detailed consultation and needs analysis with many to ensure that the programs delivered are appropriate to meet the needs of the diversity of students who are our target learners. Some of our current corporate clients include the Australia China Gas Fund, Bao Steel, Rio Tinto, Sino Steel, L7 Solutions, JFA Consultants, Fugro and Survey & SRK Consulting.



The students are from non‐English speaking countries, with a minimum Year 10 equivalent level of education. They are primarily overseas students who wish to enter tertiary education or the TAFE sector in Australia. They are individuals seeking to obtain the equivalent of Year 11 and/or Year 12..



On the basis of consultations undertaken with current students, education agents and other stakeholders, it has been identified that there is a need for greater flexibility in the course delivery of year 11 and 12 for overseas students and that the Phoenix program delivers this flexibility within the context of a supportive language improvement learning environment.

As all the students are assessed prior to entry & given the culture and educational background of the majority of target learners, it is not anticipated that literacy & or numeracy support will be required, however this will be established with the initial needs analysis and appropriate support provided if necessary.



Training Program Arrangements Duration Mode of Delivery



48 weeks intensive full time study (1225 hours)



It is expected that students can complete all units within the 48 week period

A 48‐week intensive course delivered in a blended mode in a combination of: 

Face to face delivery ‐ 20 hours/week; and



Online delivery 5/week hours through the Academy e portal (My Phoenix Online)/ learning management system.

Face to Face Delivery:  The face to face component is classroom based with groups of up to 16 students,  Full details of the courses are available through the Unit Outlines.

Online Delivery: 

The online component of the course requires the students to read and follow instructions lodged on the relevant course page of My Phoenix Online.



Online material provides integrated learning & practice in line with the weekly content delivered in the face to face classes



The online lesson for each unit of study focuses on a different aspect of the topic of the week and present enrichment and remedial activities to consolidate learning.



Additional course notes and web links are also available to students. Students will also be able to use the portal to communicate with each other and tutors through the use of the online forum.



Trainers are required to ensure that all content housed on the portal meets the Phoenix Academy ‘My Phoenix Online Quality Guidelines’ and the requirements of currency, sufficiency & effectiveness as described in Element 1.3 of the AQTF Essential Standards



The Portal is monitored by appropriate personnel as per the ‘My Phoenix Online ‐ Quality Improvement Cycle Explained’ document.



All students receive training on how to use My Phoenix Online on commencement of the course.

Learning Approaches Used to Meet Learners Needs

Mode of Delivery The course is delivered through blended learning, a combination of face‐to‐face (20 hours per week) and online delivery (minimum of 5 hours per week). The volume of content students access online, the duration of the course and how it is delivered is set out in ‘Mode of Delivery’ within this document.

Adaptation of Course to Student Needs 

All students complete a Needs Analysis and the course is adapted to meet the identified needs of the students on the course. The Needs Analysis includes: -

attention to prior knowledge or training related to the course; Language, Literacy and Numeracy assessment; socio‐cultural needs; learning difficulties or special needs; location; and Preferred learning styles.

Course Modifications 

A ‘Course Modification’ running sheet is maintained that documents any changes made to the hard and soft copy documents associated with the course.



The Course Coordinator liaises with trainers to gain feedback on modifications to the course. After moderation and validation meetings, any recommendations to courses is passed to the Course Coordinator to make modifications, as set out in ‘Validation and Moderation Strategy’.



Only the Course Coordinator has permission to save, update & delete documents from the VET Matters Folder on the H Drive & Academic – VET on the Academy intranet.

Learning Styles The students for the course are adolescent learners and as such they have a preference for self‐ directed learning (e learning) and assessment and a desire for what they have learnt to be clearly relevant and applicable. These needs are met by: 

practically based delivery sessions



open feedback sessions in which student views and feedback are highly valued by tutors and fellow course students



an online delivery component that allows flexibility for working students and the capacity to practice language in a place & time that suits the learner.

Delivery throughout the course is a combination of verbal instruction, visual input through printed material, video and charts and applied learning practice meeting the needs of audio, visual and kinaesthetic learners.

LLN Support and Assistance 

Phoenix Academy’s core business is providing language & academic bridging tuition to international students. The classes at the Academy are multicultural and staff are experts in cross‐cultural communication. Through the range of courses provided, Phoenix Academy is able to provide tutorial support for students who need assistance in Language, Literacy and Numeracy in the following ways: -

the ELICOS department provides assistance to those with Language and Literacy needs through the variety of classes & tutors available; and the VET department offers bridging courses in Mathematics & Accounting, providing support for those with Numeracy needs.

Reasonable Adjustment 

Based on the Needs Analysis and in consultation with the student, all assessments may be reasonably adjusted within the guidelines set out in the training package.



Regular consultation with students informs the need for reasonable adjustments to delivery and assessments.



Anticipated customisation has been described in ‘Client(s) / Target Learners’

Tutor Consultation 

Regular progress tutorials for trainers and assessors to discuss the students’ progress and any issues arising.



Consultation may be carried out face‐to‐face, via email, phone or the My Phoenix Online portal.

Orientation and Course Information 

Phoenix Academy maintains a website which contains all of the information about available courses and services. Potential students are directed to specific pre enrolment information contained in the online Student Handbook



On the first day students commence the course, they undergo Orientation which familiarises them with: -

Phoenix policies and procedures,

-

facilities and services,

-

key personnel at Phoenix Academy, and

-

the requirements of the course.

Course Progress and Final Results 

Students are offered continuing support throughout the course through the scheduling of regular tutorials and access to tutors.



The Course Outline gives a full description of the course requirements, including asking the students to acknowledge they understand how they are to be assessed. Extra time prior to each assessment is given to make this clear to students.



At the mid course stage of each semester there is be a Board of Examiners (BOE) meeting, which discusses the progress of candidates. All assessments collected are discussed at the meeting. The Board of Examiners consists of the Principal, Deputy Principal and Director ‐ Academic and course assessors and tutors as required. Recommendations for intervention for “at risk” candidates are made at this time.



At the end of the semester final results are collated and discussed by the Board of Examiners who endorse the final results, please refer to ‘VET Course Progress Monitoring – Process Overview’ and ‘Student Interview Management Procedure’.

Complaints and Appeals Phoenix Academy has a comprehensive Complaints and Appeals Process, which is documented in the Student Handbook and distributed to students at Orientation. For further information, please refer to the ‘Complaints and Appeals Notice’ located on the intranet.

Assessor Advice



Instructions to the Assessor accompany each assessment tool and sets out how to conduct the assessment, record responses/judgments, and any other additional information required.



Each Unit of Competency is delivered in context of the whole course. A variety of methods are used to assess the competency of each student. The following assessment tools are used throughout the 48 week course: in class tests, short answer written responses, extended written responses, reading and responding, viewing and responding, group work, pair work and discussions, projects and research assignments, oral presentations, written examinations



When designing the assessments, the assessment conditions presented in the competency standards have been met.



Assessment is a mixture of formative and summative work and varies between the units being assessed. Assessment follow guidelines given in the units and are consistent with training package assessment guidelines..



With all units there are significant opportunities for a holistic approach to assessment and these opportunities have been taken.



Students are required to attend and participate in every session face‐to‐face, and complete all sections of the online course.



Successful completion of the course is dependent on students achieving competence in all assessments at a pass level.



Where a student fails to meet the minimum requirements of an assessment for a particular unit, the student will be given two opportunities to re‐sit the assessment. Initially this will occur before the ‘course offering’ close of study expires and within six weeks after that time. In the event a student fails to either accept tutorial support and also fails the subsequent assessments it shall be necessary for the student to re‐enrol in the unit.

Program Area

Evidence Gathering Techniques:

A

B

C

D

E

F

G

H

NSWTESL401A, 402A, 403A, 404A









ATP400, 401











ATP408, 409

ATP437, 438, 439, 440, 441





ATP415, 416









ATP402, 403









ATP406, 407











A = Case Study

E = Portfolio

B = Oral Questioning

C = Written Questioning

D = Project

F = Observation

G = Final Examination

H = Third Party Report

Year 11 Program Assessment Calendar Communications 300 – Module 1 Assessment Task / 1 2 Week Reading

Comprehension Listening

Comprehension Oral Presentation

Assessment Calendar:

Portfolio of Essays

Final Examination

Communications 300 – Module 2 Assessment Task / 1 2 Week Reading

Comprehension Listening

Comprehension Oral Presentation

Portfolio of Essays

Final Examination

Australian Society 300 – Module 1 Assessment Task / 1 2 Week In class test

Essay

Oral Presentation

Research Paper

Final Examination

Australian Society 300 – Module 2 Assessment Task / 1 2 Week In class test

Essay

Oral Presentation

Research Paper

Final Examination

Mathematics 300 ‐ Module 1 Assessment Task / 1 2 Week In‐Class Test

In‐Class Test

Final Exam

3

4

5

6

7

8

9

10

11

12





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3

4

5

6

7

8

9

10

11

12

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3

4

5

6

7

8

9

10

11

12

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3

4

5

6

7

8

9

10

11

12

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3

4

5

6

7

8

9

10

11

12







Mathematics 300 ‐ Module 2 Assessment Task / 1 2 3 4 5 Week  In‐Class Test

In‐Class Test

Final Exam

Computing for Academic Purposes 300 ‐ Module 1 Assessment Task / 1 2 3 4 5 Week  Assessment 1

(Written Questioning) Word Assessment

(In Class Test) Excel Assessment (In Class Test) Final Exam

Computing for Academic Purposes 300 ‐ Module 2 Assessment Task / 1 2 3 4 5 Week  Project Task 1

Project Task 2

Project Task 3

Final Exam

6

7

8

9

10

11

12





6

7

8

9

10

11

12







6

7

8

9

10

11

12







Year 12 Program Assessment Calendar Communications 400 – Module 1 Assessment Task / 1 2 Week Assessment 1 –

Reading Comprehension Assessment 2 –

Online Research Project Assessment 3 – Oral Presentation Assessment 4 –

Portfolio of Essays Assessment 5 – Final

Examination

3

4

5

6

7

8

9

10

11

12











Communications 400 – Module 2 Assessment Task / 1 2 Week Assessment 1 –

Listening and Reading Comprehension Assessment 2 –

Research Assignment Assessment 3 ‐ Oral

Presentation Assessment 4 –

Portfolio of Essays Assessment 5 – Final

Examination Economics 400 – Module 1 Assessment Task / 1 2 Week Assessment 1

(Written Questioning / Case Study) Assessment 2

(Written Questioning / Case Study) Assessment 3 (Project) Assessment 4

(Final Examination) Economics 400 – Module 2 Assessment Task / 1 2 Week Assessment 1 (Written

Questioning / Case Study) Assessment 2 (Written

Questioning / Case Study) Assessment 3

3

4

5

6

7

8

9

10

11

12







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

3

4

5

6

7

8

9

10

11

12







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

3

4

5

6

7

8

9

10

11

12







(Project)

Assessment 4



3

4

5

6

7

8

9

10

11

12







(Final Examination)

Mathematics 400 ‐ Module 1 Assessment Task / 1 2 Week In‐Class Test

In‐Class Test

Final Exam

Mathematics 400 ‐ Module 2 Assessment Task / 1 2 3 4 5 Week   In‐Class Test

Final Exam

Computing for Academic Purposes 400 ‐ Module 1 Assessment Task / 1 2 3 4 5 Week   Forum discussion

(Written Questioning) Assessment 1

(In Class Test) Assessment 2 (In Class Test) Assessment 3

(In Class Test) Final Exam

Computing for Academic Purposes 400 ‐ Module 1 Assessment Task / 1 2 3 4 5 Week  Short Answer

Questions Powerpoint

Presentation Portfolio ‐ Access

Final Exam

Accounting Year 12 ‐ Module 1 Assessment Task / 1 2 3 4 5 Week  Assessment 1

 (Written Questioning / Case Study) Assessment 2

(Project) Assessment 3 (Written Questioning / Case Study) Assessment 4 (Class

Presentation) Assessment 5 (Final

Examination)

6

7

8

9

10

11

12





6

7

8

9

10

11

12





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6

7

8

9

10

11

12

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6

7

8

9

10

11

12









Accounting Year 12 ‐ Module 2 Assessment Task / 1 2 Week Assessment 1

(Written Questioning / Case Study) Assessment 2

(Project) Assessment 3 (Written Questioning / Case Study) Assessment 4

(Final Examination) RPL Provisions

Resources

3

4

5

6

7

8

9

10

11

12













RPL provisions are fully described in the ‘Recognised Prior Learning (RPL) Information Pack ‘document located on the intranet



Recognised Prior Learning (RPL) is available to students on a per unit basis or can be applied to the qualification as a whole.



All students are informed of the opportunity to undertake RPL prior to the commencement of the course.



Students wishing to undertake RPL are provided with the Recognised Prior Learning (RPL) Information Pack, which sets out the evidence required to gain competency in the unit/s applicable.

Staff: Unit

Delivery & Assessment

Accounting 400 Economics 400 Communications 300

David Guiffre David Guiffre Maria Alessandrino Bronwyn Mortimer Emma Berry‐Barbedienne Maria Alessandrino Bronwyn Mortimer Emma Berry‐Barbedienne Robert Hepburn Robert Hepburn Carla Civitella Robert Hepburn Bronwyn Mortimer

D & A D & A D & A D & A D & A D & A D & A D & A D & A D & A D & A D & A D & A

Robert Hepburn Bronwyn Mortimer

D & A D & A

Communications 400

Mathematics 300 Mathematics 400 Australian Society 300 Computing for Academic Purposes 300 Computing for Academic Purposes 400

Staff

Technical Competence

Vocational Competence & Currency

Bronwyn Mortimer

B. Arts (Journalism), Grad Dip Bus, CELTA, Cert IV TAA

Current Employer: Phoenix Academy

(Trainer & Assessor)

Employed From: 2010 Position: TESOL Teacher, VET Trainer / Academic Manager (VET) Training & Vocational Experience: 

Carla Civitella

B.Arts (Media Studies), CELTA, Cert IV TAA

10+ years experience in the delivery of Communications, business & computing courses

Current Employer: Phoenix Academy Employed From: 2008 Position: TESOL Teacher / VET Trainer Training & Vocational Experience: 

Emma Berry‐ Barbedienne

B.Arts (Languages), CELTA, Cert IV TAA

10+ years experience in the delivery of ESL & communication courses

Current Employer: Phoenix Academy Employed From: 2007 Position: TESOL Teacher / VET Trainer Training & Vocational Experience: 

David Guiffre

10+ years experience in the delivery of ESL & communications courses

B.Bus (Accounting)

Current Employer: Phoenix Academy

Cert IV TAA

Employed From: 2009 Position: VET Trainer Training & Vocational Experience:

Robert Hepburn

B. Sci (Engineering)



2 years experience in the delivery of accounting classes



15 years experience as a practising accountant.

Current Employer: Phoenix Academy

Dip Ed

Employed From: 2009

Cert IV TAA

Position: VET Trainer Training & Vocational Experience: 

Maria Alessandrino

B.Arts (English)

7 years experience in the delivery of mathematics & computing classes

Current Employer: Phoenix Academy

CELTA

Employed From: 2011

Cert IV TAA

Position: VET Trainer Training & Vocational Experience: 

1 years experience in the delivery of communications classes



3 years experience in writing & publishing.

Materials: Refer to Book List for Year 11/12 Soft Resources: 

Online Course Material – My Phoenix Online



Only the Course Coordinator has permission to save, update & delete documents from the VET Matters Folder on the H Drive & Academic – VET on the Academy intranet.



To ensure that only the most current version is used trainers must download documentation directly from the folders listed below

Curriculum

All soft resources (curriculum) are housed on the H/Drive at: H/VET Matters/2011/

Folder

Sub Folder

Contents

CERT IV ADULT TERTIARY PREP

Course Overview

 

Curriculum Document Delivery & Assessment Strategy

Unit Outlines (by unit names)

 

Student Course Unit Outlines NTIS Units of Competence

Matrices (by unit names) Sessions (by unit names) Resources (by unit names) Matrices (by unit names) Assessment Tools (by unit names)



Delivery matrices for each unit



Session plans named by session number



Delivery materials



Assessment matrices for each unit



Assessment tools & instruments for each unit

Primary Documents (forms, policy & procedures)

All soft resources (primary documents) are located on the Academy intranet. Please refer to Intranet Document # 388: Delivery & Assessment Document Management Protocols for a description and document number of all other VET Document Templates (eg session plans, assessment tools etc) not shown below.

Intranet Folder

Document Number/Name

Academic ‐ VET



Doc # 423 ‐ My Phoenix Online Quality Guidelines



Doc # 424 ‐ My Phoenix Online Quality Improvement Cycle Explained



Doc # 425 ‐ VET Quality Improvement Cycle Explained



Doc # 426 ‐ Validation and Moderation Strategy V1

Student Services



Doc # 427 ‐ Validation and Moderation Overview V1



Doc # 428 ‐ Assessment Validation Action Plan



Doc # 429 ‐ Attendance and Confidentiality Form



Doc # 430 ‐Course Modification Template



Doc # 431 ‐ Moderation Assessment Material Cover Sheet (Assessor)



Doc # 432‐ Moderation Coding Form



Doc # 433‐ Moderation Item Record Form



Doc # 434 ‐ Summary Moderation Record Form



Doc # 435 ‐ Summary Validation Record Form



Doc # 376 ‐ Validation Checklist for Assessment Tools



Doc # 436 ‐ Recognised Prior Learning (RPL) Information Pack



Doc # 328 ‐ VET Course Progress Monitoring – Process Overview



Doc # 437 ‐ Student Needs Analysis Questionnaire



Doc # 438 ‐ Student Evaluation Questionnaire



Doc # 54 ‐ Complaints and Appeals



Doc # 329 ‐ Student Interview Management Procedure

Facilities & Equipment: 

Site ‐ Phoenix Academy West Perth Campus, 223 Vincent Street, West Perth 6005



One classroom is allocated for face to face classes per unit of study ‐ maximum 16 students/group



Classrooms allocated are equipped with standard student desks & chairs and are fitted with reverse cycle air‐conditioning/heating.



There are two computer laboratories available to support learning. One is equipped with 27 computers and the other has 10 computers each equipped with the appropriate software and with sufficient broadband speed to allow for effective access to the Academy ePortal, My Phoenix Online. The laboratory is accessible to all students outside of face‐to‐face classes and according to the scheduled timetable.



Complimentary WIFI access is available throughout the campus for those students with laptops or ipads.

Support staff or resources: 

Students have access to the full range of services available to all Phoenix Academy clients:

Physical Resources: My Phoenix Online LMS, Two Computer Laboratories (seat 37), Student Kitchens, Wheel chair access bathrooms & classrooms, Large auditoroim for examinations and whole group presentations equipped with digital projector.

Human Resources: pathway counselling, complaints & appeals, tutor support (LLN if applicable), personal guidance, IT support for My Phoenix Online (including, telephone, email & tutorial support) Agreements for use of resources/facilities: Not required, all facilities & resources required for course delivery & assessment are the property of Phoenix Academy Monitoring & Improvements

Pathways

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Course monitoring & improvement tools and techniques are described in the VET Quality Improvement Cycle Explained document located on the intranet.

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Phoenix Academy’s validation and moderation strategies are set out in: -

‘Validation & Moderation Strategy’ and

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‘Validation & Moderation Overview’.

On successful completion of the course students will be eligible for entry to the following Phoenix Academy Courses: 

BSB507 Diploma of Business

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First Year University (Murdoch, Curtin, ECU, Monash, LaTrobe, Bond

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Tafe WA

Course Coordinator Name & Signature:

Validator Name & Signature:

Date: