FNS50215 Diploma of Accounting
Training and Assessment StrategyD Accounting(FNS50215) Training Package Title
FNS Financial Services Training Package version 1.1
Code and Title of Qualification
(FNS50215) Diploma of Accounting
Qualification Pathways
This qualification reflects professional accounting job roles in financial services industries. Individuals in these roles apply solutions to a range of often comple and analyse and evaluate information from a variety of sources. They apply in plan, coordinate and evaluate their own work and guidance to others within guidelines. The qualification is suited to the needs of individuals who possess theoretical accounting skills and knowledge that they would like to develop in create further educational or employment opportunities. Job Roles · Commercial accountant ·
Tax advisor
Entry requirements: a) English language equivalence requirements · English is the student’s first language; or · IELTS 5.5 with no sub band scores less than 5.0; or · Completion of at least one year of full-time study at secondary, post-s tertiary level; or · A pass grade or better in an English language subject at Australian Yea overseas equivalent; or Completion of the English for Academic Purposes (EAP) program at an Aust Accredited Language Centre; or
Completion of an English communication skills program appropriate for speci approved
b) Educational and other qualifications, skills, and other prerequisite · A recognised secondary (high school) qualification; or completion of study (e.g., Certificate IV); or For international students directly recruited from overseas, the entry require successful completion of equivalent high school certificate. Pathways into the qualification Preferred pathways for candidates considering this qualification include:
FNS40615 – Certificate IV in Accounting or other relevant qualification or ot qualification or with substantial vocational experience in a range of environmen
a range of senior support or technical roles. Pathways from the qualification After achieving this qualification candidates may choose to undertake Bachelor Degree level, e.g., Bachelor of Business at Elite Education Institute exemption (ACC101, ACC102, MIS101, CMU201)
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This business qualification is designed for: Individuals aspiring to build careers in commercial accountant roles;
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Individuals wanting to work as public accountant roles, e.g., tax advisor.
· Those wishing to upgrade skills in line with current best accounting practi The key learners for this qualification are international learners on a Student V required to attend 75% face to face study + 25% online study. Learners are students and over 18 years of age. They have either completed their educatio which is equivalent to an Australian Senior High School, College or University, o provide evidence with relevant work experience from their country of origin. indicative job roles for candidates seeking entry based upon their vocationa include: ·
Manager
·
Supervisor
· Marketing leader Learners are drawn from a variety of Asian countries including India, Pakistan, N Korea, Thailand, and Iran etc. The vast majority of learners’ previous learning have been by face to face based delivery mode. Target Audience
Duration Units of competency
Calendar Year: Fifty Two (52) weeks Academic Year: Thirty Six (36) weeks Allocated Hours: 540 contact hours + 180 online hours Terms: Four x Nine (9) weeks – 36 weeks Holidays & Study Breaks: Sixteen (16) weeks – 4 x 4 weeks
This qualification is made up of eight units of competency (six core units and tw the units of competency are stand alone and not sequenced in any specific
the
the
Elite Ed Vocat Institute (EE national recogn qualifications Statements Attainment other Registe Organisation regardless location, pr RTO is regist units of which exist qualification EEVI and wh exist in oth Packages.
An application c for RPL when the student believes that they have already attained the necessa competencies elsewhere (work other study etc.). An RPL application form is av the Manager, Student Administration Services upon request.
Recognition of Prior Learning
The student will be required to provide documentation to support their app application will be processed and an assessment made as to the success or othe application. The student will be notified in writing of the result. The Student m otherwise accept) the ‘Record of Course Credit Granted’.
A copy of the Record of Course Credit Granted will be kept on the Stude
Training is delivered in stages which correspond to AQF Level 5. Learners are pr learning resources, training manuals and assessment requirements. The progra 75% in a classroom situation and 25% online study. Candidates are provided with training manuals and materials for each individua includes materials used in the training sessions, assessment materials (other and reference materials.
Students have at their disposal a computer lab with the necessary resources a equipment to create presentations, repeat and reinforce topics taught in cl research topics using the Internet.
Delivery modes
Emphasis will be made on reflecting “real work situations” in order to devel identified in the “employ ability skills” for this qualification.
All units delivered in the Diploma of Accounting are listed below. To suit individu needs, 75% of the course content is delivered in the classroom environment (inclu presentations, videos, resource texts, individual and group exercises, and role play conducted online.
Core/ Electiv e Term
Term 1
Term 2
Term 3
Term 4 Course Structure
Unit Code
Unit Title
FNSACC301
Process financial transactions and extract interim reports
Elective
BSBFIA401
Prepare financial reports
Elective
FNSACC501
Provide financial and business performance information
Core
FNSORG505
Prepare financial reports to meet statutory requirements
Elective
FNSACC506
Implement and maintain internal control procedures
Core
FNSACC504*
Prepare financial reports for corporate entities
Core
FNSACC507
Provide management accounting information
Core
FNSACC503
Manage budgets and forecasts
Core
FNSACC505
Establish and maintain accounting information systems
Elective
FNSACC502
Prepare tax documentation for individuals
Core
FNSACC601**
Prepare and administer tax documentation for legal entities
Elective
* FNSACC504 has two prerequisite units’ requirements: FNSACC301 Process fi transactions and extract interim reports, and BSBFIA401 Prepare financial re ** FNSACC601 has one prerequisite unit’s requirement: “FNSACC502 – documentation for individuals”
The assessments in this qualification have been designed to include role plays studies among other assessments tools to simulate a workplace environment whi the critical elements of evidence in a variety of simulated settings. These asse strategies are delivered using face-to-face delivery and online facilitated lea Face-to-face Delivery Structured formal training for all Units will be held in a designated classroom at Eli Vocational Institute premises;
· Students are expected to attend all scheduled training sessions with correct books etc.
· Students are expected to undertake reading and research activities in conjunc delivery of face-to-face theory and practical sessions (if required).
· Activities involve small groups and individual activities performed in the c replicated environment under direct supervision and are provided for all students.
· Students are provided with learners’ guide for each unit, which include mater to be used in the learning environment as well as examples of best work practices.
· Students may be required to purchase a required textbook; this will be clearly students in the learners’ guide or instructed by the trainer.
Assessment Strategies Assessment Arrangement s
Employability Skills Evidence Gathering Techniques
Emphasis will be made to replicate workplace situations (performing number of tas plans, team work, addressing problems) in the class rooms in order to develo employability skills.
Assessment is both formative and summative and a holistic approach has been ap possible. Evidence gathered is a combination of observation and written reports, c question and answers, self-assessments and third party reports (if applicab
The application of Employability Skills – communication, teamwork, proble initiative and enterprise, planning and organising, self-management, learni technology – are holistically assessed in the evidence gathering techniques ag relevant industry approaches and employability skill framework.
The purpose of this assessment is to ensure that participants are com against the units of competency in FNS50215 because quality asses underpins the credibility of vocational education and training Key A – Research and/or Portfolio Students can be asked to do independent or collaborative research and/ reasonable or substantial amount of evidence to support an assessment tha breadth of knowledge which builds upon the underpinning knowledge. Resea collation of a portfolio of evidence can be done over a period of one or m
confined to one particular assessment.
Key B – Questioning and/or interview Learners will be assessed through questioning and testing in some units. The go identify the learner’s underpinning knowledge. Short answer questions and answ required or multiple choice questions may be featured depending on the require and criteria being assessed.
Key C – Written Examination Learners will be assessed through a formal written examination to assess the co mastering the knowledge and skills in related areas.
Key D – Scenario and/or Case Study Learners will be assessed through a Scenario/Case study – Problem Solving m some units. A systematic approach to overcoming obstacles or problems in the m process. Problems occur when something is not behaving as it should, when deviates from the norm, or when something goes wrong. The learner t assessment instrument will be able to overcome such obstacles. Fault fin validating/moderating or testing different training materials or any other technical story versus a set of diagnostic heuristics).
Key E – Role Play Learners will be assessed through role play assessment activity in some units. activity, participants adopt and act out the role of characters, or parts tha personalities, motivations, and backgrounds different from their own.
Key F – Essay/ Written Report Learners may be asked to write a substantial essay about a hypothetical situat be problem based or an analytical study of a case or some problem. Stud required to analyse the issues and form logical and reasonable conclusions bas available evidence. Learners will be assessed through written reports in some un is to ensure the learner possesses the tools for using technical skills in writing professional workplace reports.
Key G – Project and/or Plans Learners will be assessed through projects and plans. Projects/plans will focus o aspects or topics undertaken over the duration allocated for the delivery of th project/plan activities can reflect authentic workplace techniques and pro project/plan can have several components relating to formulation, scope, p objectives. The project/plan will require the collection of information and the pre outcomes.
Key H – Presentation Learners will be assessed on in-class presentations. The presentations will be d the learner and presented to their peer group. The presentations are conducted manner to a workplace presentation.
Assessment
Unit Code
Unit Name
A
B
C
D
E
F
Evidence Matrix Infrastructure requirements
FNSACC301
Process financial transactions and extract interim reports
X
X
X
BSBFIA401
Prepare financial reports
X
X
X
FNSACC501
Provide financial and business performance information
X
FNSORG505
Prepare financial reports to meet statutory requirements
X
FNSACC506
Implement and maintain internal control procedures
FNSACC504
Prepare financial reports for corporate entities
FNSACC507
Provide management accounting information
FNSACC503
Manage budgets and forecasts
FNSACC505
Establish and maintain accounting information systems
X
X
FNSACC502
Prepare tax documentation for individuals
X
X
FNSACC601
Prepare and administer tax documentation for legal entities
X
X
X
X
X
X
X
X
X
X
X
X
X
X
All staff, including full-time, part-time and casual staff involved in the delive assessment of the qualification has direct access to the current version of the training package, including the appropriate units of competency, assessment gu qualification structure. All staff, including full-time, part-time and casual staff involved in the d assessment of the qualification has direct access to trainer, assessor and candid materials relevant to their areas of delivery and assessment. All assessors hav print and electronic copies of the assessment tools that are used in this programm
EEVI has access to staff and training and assessment resources to meet the req candidates with special needs and have an assessment process that incorporate
adjustment procedures. The following equipment and facilities are available:
Licensing, Legislative, Regulatory or Certification Considerations
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Learning and assessment materials
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Training and assessment materials and tools (as supplied to all trainers and a
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Equipment (as required) including white-board, computer lab, power points, p
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Trainer/s and other specialised RTO staff (as required)
There is no direct link between this qualification and licensing, legislative a regulatory requirements. However, where required, a unit of competency will spe licensing, legislative and/or regulatory requirements that impact on the unit.
Training and assessment is conducted by trainers and assessors who a) have a TAE40110 Certificate IV in Training and Assessment, or a diploma or qualification in adult education. b) have at least FNS50215 Diploma of Accounting or its equivalent
Delivery and assessment staf Principles of Assessment
c) at least three years of vocational industry experience, or have current in relevant to the qualification d) continue developing their vocational and training and assessment com support continuous improvements in delivery of EEVI’S courses
Fairness The individual learner’s needs are considered in the assessment process. Where reasonable adjustments are applied by the assessor to take into account th learner’s needs. The assessor informs the learner about the assessment p provides the learner with the opportunity to challenge the result of the assessm reassessed if necessary. Flexibility Assessment is flexible to the individual learner by: ·
reflecting the learner’s needs;
· assessing competencies held by the learner no matter how or where the acquired; and
· drawing from a range of assessment methods and using those that are ap the context, the unit of competency and associated assessment requiremen
individual.
Validity Any assessment decision is justified, based on the evidence of performance of t learner: Validity requires:
· assessment against the unit/s of competency and the associated requirements covers the broad range of skills and knowledge that are essential t performance; ·
assessment of knowledge and skills is integrated with their practical applic
· assessment to be based on evidence that demonstrates that a le demonstrate these skills and knowledge in other similar situations; and
· judgement of competence is based on evidence of learner performance th to the unit/s of competency and associated assessment requirements.
Reliability Evidence presented for assessment is consistently interpreted and assessmen comparable irrespective of the assessor conducting the assessment:
Validity The assessor is assured that the learner has the skills, knowledge and a described in the module or unit of competency and associated assessment requi
Sufficiency The assessor is assured that the quality, quantity and relevance of the assessme enables a judgement to be made of a learner’s competency.
Authenticity The assessor is assured that the evidence presented for assessment is the le work.
Rules of Evidence Assessment validation process
Currency The assessor is assured that the assessment evidence demonstrates current This requires the assessment evidence to be from the present or the very recent
All assessment methods, materials, tools, evidence used, decision making and validated in the following ways: Assessor networks: EEVI encourages the coming together of assessors invo assessment to develop and extend their professional practice. Through the ex ideas about the meaning of specific competency standards, the evidence requir ways of gathering evidence and the basis on which assessment decisions are ma Implementation: Various validation strategies ensure consistency betwee during assessment, including the use of standard processes, materials and tools
and direct supervision of new assessors. Evaluation / Follow up: Feedback is gathered from all stakeholders in the process including candidates and assessors. Assessment processes, method tools and decision-making are revised (as applicable) in light of evaluation result Transitioning arrangements Prospective advice is given to existing and potential learners regarding new Training Packages via the student portal, website e-news or through EEVI ad department. Monitoring and Evaluation Major methods used to monitor and evaluate the delivery and assessm qualification include:
· Reactions (feedback) from all stakeholders including facilitators, participants and candidates both during and after the delivery and assessment. ·
Learning of individuals is measured.
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Behaviour is measured by focusing on the candidate’s performance and pr
Record maintenance Records are maintained according to SNR 19 of the National Vet Regulator. Professional Development for Assessors Professional development is the means by which assessors acquire, develop a the competencies required to carry out quality assessment in the VET sector. It a the ways in which assessors maintain knowledge of any changes in policy, p research that may impact on their assessment processes. EEVI’s assessor professional development in a number of ways which may include assesso mentoring and coaching, internal validation activities, project teams, work structured professional development activities, in-house training prog formal/informal programs of further study and professional reading. Date:
23/10/2015
Principal’s Signature Review Date:
22/10/2017