Category: Kitchen Management and Hospitality Management

This program is delivered in the classroom, simulation training kitchen and through structured self-study.

Level 5, 440 Elizabeth Street, VIC 3000
47 Boundary Road, North Melbourne VIC 3051

This training and assessment strategy for SIT60322 Advanced Diploma of Hospitality Management is targeted at international students who are:

• Seeking to pursue a career in commercial cookery and hospitality industry
• Seeking to enter a new industry sector
• Seeking a pathway to higher-level qualifications.

Characteristics of the target group are as follows:

International students from various countries who are seeking to develop their skills and knowledge in commercial cookery to further their career prospects or study pathways.  

Students may be onshore students currently based in Australia or offshore students applying from overseas.  Most students speak English as a second language and must satisfy English language proficiency in order to successfully enrol into the course.   

Students are expected to typically fall into the age range of 18 – 35 as people still establishing or changing careers.

Some learners may have completed lower qualifications such as Certificate III, Certificate IV in Commercial Cookery or Diploma of Hospitality in which case they may be get credit for the equivalent/common units completed.

Student wanting to study this course will also need to meet the Entry Requirement (see below). Student will also be assessed for learning needs, their prior knowledge, skills through Pre-Training Review prior to the enrolment. This will determine suitability into the course and identify and learning needs

The entry requirements to get into this course are as below:

Age requirements

International students must be 18 years of age or above at the time of their course commencement at Melbourne Metro College.

Academic requirements

To enter this qualification, applicants should have successfully completed Australian equivalent of Year 12 or higher.

English language requirements for international students:

International students must demonstrate English language proficiency with minimum score of:

• IELTS overall band of 6.0 (Academic), or
• PTE (Pearson Test of English) 46; or equivalent.

The test must have been taken no more than two years before you apply for Melbourne Metro College courses.

Alternatively, students can provide evidence that:

1. they have studied in English for at least five years in Australia, Canada, New Zealand, Republic of Ireland, South Africa, United Kingdom or United States, or
2. within two years of their application, they have successfully completed a foundation course or a senior secondary certificate of education or a substantial part of a Certificate III or higher level qualification from the Australian Qualifications Framework in Australia, or
3. Successful completion of an English Placement Test

Pre-training Review

All student must undertake a pre-training review conducted before the enrolment. Pre-training Review allows Melbourne Metro College to identify students training needs and their suitability into the course. Through this review, student can demonstrate that they have necessary skills to successfully complete the course. This review can by completing a questionnaire or via an interview with a designated Melbourne Metro College staff. The review also helps to assess oral communication skills of the student.

Language Literacy & Numeracy (LLN) Test

Prior to the commencement of the course, all students are required to undertake a language, literacy and numeracy (LLN) test mapped at Australian Core Skills Framework and required to attain score at ACSF Level.

Melbourne Metro College will use online ACSF mapped LLN assessment tool to conduct a LLN test (https://llnrobot.com.au/)

If students do not meet English and LLN requirements, students will be provided with appropriate strategies to assist them with their learning including:

• Flexible scheduling and delivery of training and assessment
• Providing the student with extra language/LLN assistance during class time; or
• Advising students to enrol in a language and literacy course to develop his or her skills to an appropriate standard, eg ELICOS (See LLN support in Student Support Section)

Digital literacy:

All student enrolling in this course is expected to have basic computer skills including use of internet, email and word processor

Work Placement Requirement  

Students enrolled in SIT60322 Advanced Diploma of Hospitality Management are required to undertake 48 hours of work placement in an operational hospitality establishment (such as restaurants, cafes and function venues), to demonstrate their skills and knowledge and to complete assessment requirements.  

Training Package indicates that there are no qualification entry requirements for this Nationally Recognised Training.

https://training.gov.au/Training/Details/SIT60322/qualdetails

To be awarded the qualification, learners must successfully complete 33 units of competency which includes:

• 14 Core units, plus
• 19 Elective units consisting of:
• 1 unit from Group A
• 1 unit from Group B
• 11 units from Group C
• 6 units from Group C, Group D, elsewhere in the SIT Training Package, or any other current Training Package or accredited course.

The latest release of the qualification and packaging rules can be found at:  

https://training.gov.au/Training/Details/SIT60322

Melbourne Metro College has selected the elective units through consultation with industry experts to ensure learners acquire relevant knowledge and skills and the work outcome as required by the industry.  

Pre-Requisite Units

Some units marked with an *asterisk have one or more prerequisites. Refer to individual units for details of this course have pre-requisites requirements.

The total amount of training provided for structured classroom sessions is 830 hours. Time scheduled for assessment in class is 340  hours, kitchen training and assessment is 164 hours (including 48 hours of simulated kitchen experience for unit SITHKOP013* Plan cooking operations) and structured supervised self-study is 332 hours. Additional study which is unsupervised and may include research for assessments and general reading is expected to be 415 hours (on an average of 5 hours a week).

Total delivery and assessment hours therefore amount to 1666 hours, and the volume of learning (i.e. including unsupervised learning such as homework) is 2081 hours. A detailed breakdown of hours is provided in the Training and Assessment Schedule.

Melbourne Metro College operates a system of rolling enrolments meaning that students may commence at the beginning of any term. Students may enter the qualification after any unit, as there are no pre-requisites for any units. The Training and Assessment Schedule is shown in terms and this represents the scheduling of units on commencement. However, depending on when a student joins the course, the term number will vary.

Melbourne Metro College has decided on the course duration and amount of training taking into account the AQF Volume of Learning, which is typically 1.5 – 2 years and 1800- 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time. This amount is not reduced to account for existing competencies, as most learners will not have any prior relevant experience. However, where learners have prior skills and knowledge they may apply for RPL or credit transfer, which will reduce the course duration if granted.

The course is delivered face to face for 20 hours a week over 3 days per week.

The training and assessment schedule (Appendix A) shows the weeks during which training is delivered and assessment conducted for each unit.

Each unit has assessment tools developed in with ASQA’ guide of developing assessment tools which establish the details of assessment methodology including (among others):

• Outlining the assessment information and methods
• Providing instructions for the assessor
• Providing instructions for the students
• Being mapped to Elements, performance evidence and knowledge evidence requirements of the unit

The trainer and assessor inform all students about the assessment process, resources, assessment methods and timings of assessment at the beginning of each of unit of competency.

As this is a competency based program, assessment continues throughout the course until the student either achieves competency in the assessment tasks or a further training need is identified and addressed.

In accordance with the Clause 1.8 of Standards for Registered Training Organizations (RTOs) 2015 Melbourne Metro College ensures that all assessment:

• complies with the assessment requirements of the relevant training package; and
• is conducted in accordance with the Principles of Assessment and the Rules of Evidence.

The Principles of Assessment are:

• Validity
• Reliability
• Flexibility
• Fairness

The rules of evidence include:

• Authenticity
• Currency
• Sufficiency
• Validity

To ensure these principles and rules are followed Melbourne Metro College:

• Requires students to submit assessment tasks with a signed Assessment Task Cover Sheet stating that the work is their own, thus ensuring Authenticity.
• Assessment tasks are designed so that all unit of competency requirements are met, a number of times where possible, (demonstrated through mapping) and a number of forms of evidence are used for assessment decisions, ensuring Validity and Sufficiency. See also the section on Validation Plan in this Training and Assessment Strategy.
• Evidence is Current as it relies on evidence collected during the course.
• Reliability is ensured by having clearly defined benchmarks and conducting regular validation of assessment evidence and systems.
• Flexibility is ensured by utilizing a range of assessment methods and being able to make reasonable adjustments if required.

Fairness is ensured through providing clear instructions to students in the Student Assessment Task booklet and making reasonable adjustments as required. Students are required to sign a Student Agreement regarding the assessment tasks for each assessment. Students may also appeal an assessment decision by following the Complaints and Appeals Policy

Evidence Gathering

To determine the student’s skills and knowledge in a unit of competency, a qualified trainer and assessor will conduct assessments using a variety of evidence gathering techniques including, but not limited to:

• Written Test/ Questions
• Verbal Questions
• Observation/ Practical demonstration
• Role Play
• Third party report (e.g. supervisor’s report)
• Project tasks, and
• Case Studies

Refer to the Training and Assessment Schedule (Appendix 1) for assessment activities for gathering evidence.

Assessment Information Provided to Students.  

Students are provided with:

• Student Assessment Booklet There is one for each unit of competency that includes instructions to students about each of their assessments. It also includes an assessment plan where students can record the due dates of each task and an Assessment Task Cover Sheet that must be completed for each Assessment submission.
• Other documents specific to the workplace simulation task requirements are also included with the assessment tasks. These include document templates and simulated workplace policies and procedures and are described in the student and assessor instructions as relevant

Assessment Information Provided to Trainers

Trainers and Assessors will be provided with resources provided to students and assessor versions of assessment tools (i.e. Trainer Guide and Assessor Marking Guide) including model answers, assessment instructions, instructions to supervisors and decision-making information.

Students are given feedback on the outcomes of each assessment they undertake. Assessment records are kept to monitor student progression.

Students enrolled in SIT60322 Advanced Diploma of Hospitality Management are required to undertake 48 hours of work placement in an operational hospitality establishment (such as restaurants, cafes and function venues), to demonstrate their skills and knowledge and to complete assessment requirements.

This is to be completed usually during term 3 in weeks, 35 and 36 to suit the student and their work placement provider.

Melbourne Metro College has signed up Work Placement Agreements/MOU with several hospital services providers and students will be scheduled to be placed at these providers based on their timetable.

Melbourne Metro College will also assist students to find work placements. Students may also arrange their own work placement.  Refer to Hospitality Placement: Standards Operation Procedures.

All workplaces will be checked for their suitability using a facilities and equipment checklist prior to the placement commencing.  Where certain facility, equipment and/or food type are not available at the host work placement providers, Melbourne Metro College will simulate the gap in its training kitchen as per the unit requirement or, it may find another host providers where the requirements are met.

Assessors will visit and assess the student at least once during the work placement.

Students are required to complete their logbook during their placement and have it signed by their designated supervisor each week. The completed logbook must be submitted to the assessor at the end of the placement which is assessed by the assessor to determine competency.

Refer to the Guide to Work Placement and Workplace Assessment which provides guidance and important information about managing Work placement staff and providing information to supervisor about their roles and responsibilities during the work placement and in the workplace assessment process.

Individual assessment tasks are marked either Satisfactory or Unsatisfactory. On obtaining a satisfactory result for all assessment tasks set for a unit, students are deemed Competent (C) or Not Yet Competent (NYC). Students deemed NYC will be given feedback on their performance and provided with guidance for future attempts and be given the opportunity for re-assessment to demonstrate competency.

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for the unit. If one or more of the tasks are assessed as Not Satisfactory, they will be given an outcome for the unit of Not Yet Competent (NYC). The student can have a total of 2 attempts to complete each task and achieve a ‘Satisfactory’ outcome (noting that the third attempt is chargeable as per the fees and refunds policy). The student will be advised of the timeframe for resubmission (usually within one month) and advised what they must include in their re-submission (usually the whole task again).

If, after the third attempt, the student is still assessed as Not Satisfactory for a task, they will need to re-enrol in the unit.

Melbourne Metro College requires that students complete all assessments/provide assessment evidence ethically and without cheating, plagiarism and collusion. The Melbourne Metro College Manager and trainer/assessors will ensure that academic integrity is maintained in all learning and assessment activities by providing information to students to ensure they understand what constitutes cheating, plagiarism and collusion and what will be the outcome if they undertake such practice. Melbourne Metro College has the following definitions for cheating, plagiarism and collusion.

Cheating: this is the use of any means to gain an unfair advantage during the assessment process.  Cheating may include copying a friends’ answers, using mobile phones or other electronic devises during closed book assessments, bringing in and referring to pre-prepared written answers in a closed book assessment and referring to texts during closed book assessments amongst others.

Plagiarism: plagiarism is the submission of somebody else’s work as if it was the student’s own. This may include copying all or part of another person’s thoughts or ideas and representing them as your own. If a student fails to identify the original source of some or all of the submission this also constitutes plagiarism.  If a student copies another student’s work and passes this of as their own, then this is also a form of plagiarism and cheating.

During assessment students will read about ideas and gather information from many sources. When students use these ideas in assignments, they must identify who produced them and in what publications they were found. If students do not do this, they are plagiarising. If students are including other peoples; work in submissions e.g. passages from books or websites, then reference should be made to the source.

Collusion: this is the presentation by a student of an assignment as his or her own which is the result of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct or cheating. Both collusion and plagiarism can occur in group work.

Where it is found that cheating, plagiarism or collusion has occurred, this will result in the student’s assessment submission being invalidated and student’s will be investigated for academic misconduct.

Students not satisfied with an assessment outcome may appeal the assessment decision by accessing Melbourne Metro College’s Complaints and Appeals Policy. In the first instance, students are encouraged to appeal informally by contacting their trainer/assessor and discussing the matter with them. In the event that the learner is dissatisfied with the outcome of such discussion, the learner may appeal further to either the Lead trainer and/or course coordinator. If a learner is still dissatisfied, the learner may appeal formally and in writing to have their result reviewed.

For more information, refer to Assessment Policy and Complaints and Appeals Policy and Procedures.

Melbourne Metro College is responsible for the quality of the training and assessment of the courses it delivers in compliance with these Standards for

RTOs 2015, and for the issuance of the AQF (Australian Qualifications Framework) certification including Statement of Attainment and Award Certificate.

Melbourne Metro College will check student file to ensure that all required assessments are submitted and that they meet assessment requirements before issuing any official certificate or Statements of Attainment.

Students who satisfactorily complete the course by completing all assessment requirements for this qualification will be issued a qualification Certificate in accordance with the Issuing Certificate and Statements of Attainment Policy and Procedures.

Students completing assessment requirements for part of a qualification will be awarded a Statement of Attainment for completed unit of competencies

All students must provide Melbourne Metro College with their Unique Student Identifier (USI) before any testamur can be issued, unless an exemption applies under the Student Identifiers Act 2014. It is a government requirement that all students undergoing VET training in Australia apply for and hold a USI.

For more information, refer to the Issuing Certificate and Statement of Attainments Policy and Procedures.

Melbourne Metro College will monitor student attendance to ensure student are regularly attending classes. Students who are absent for classes will be contacted through email and/or SMS via the Student Management System to remind them of the need of regular attendance.

Student who is absent for more than 5 consecutive days without notification will be contacted to identify reason for absence and any welfare or support need student may have.

Students with unsatisfactory attendance course progress will be contacted and invited for meeting to identify support requirements or barrier to the course progress

Melbourne Metro College has implemented Department of Education-DHA (Department of Home Affairs) course progress policy and procedure and has documented policy and procedure on monitoring, recording and assessing course progress for all students which is made available to relevant staff and students.

Each student’s course progress is monitored, recorded and assessed.

Melbourne Metro College has documented course progress policies and procedures and an intervention strategy that identifies and assists students who are at risk of not making satisfactory course progress. Trainers and assessors verify student progress information to ensure that accurate and up-to-date information is recorded.

• A start date and anticipated end date is provided for each unit of competency.
• A list of units of competency in which the student is enrolled is also provided.
• Upon completion of each unit competency is updated by assessor/student administration
• Before each data submission into the student management system, outcomes and dates are reviewed and updated as required.
• On completion of the course, unit outcomes are checked by the assessor to confirm outcomes and whether a certificate or a statement of attainment will be issued.

An intervention strategy is implemented where the student has failed or is deemed Not Yet Competent in 50% or more of units attempted in each study period. A support plan is developed with the student to assist them in completing their unit/course within the specified course duration.

Any student who is identified to be ‘at risk’ is also reminded that it is a condition of their visa that they maintain satisfactory course progress. Students who are not making satisfactory course progress for two consecutive study periods will be reported to the Secretary of the Department of Education through PRISMS after providing opportunity to appeal the decision and appeal outcome has been concluded.

Intervention strategies including student support services available to enable students to complete the qualification in an expected duration.

(Please refer to Monitoring Course Progress policy and procedure for further details).

Students at risk, or otherwise, also have access to Student Support Services to assist them in both academic and non-academic matters. (Please refer to Student Support Services policy and procedure for further details).

Prior to the enrolment and at enrolment, students are made aware of the availability of Credit Transfer (CT) and Recognition of Prior Learning (RPL). Students are required to apply for CT of any relevant units and may also apply for RPL prior to course commencement.

Recognition of Prior Learning (RPL)

RPL assessment, like all assessments, is undertaken by assessor with expertise in the qualification, content or skills area, as well as knowledge of and expertise in RPL assessment. The same principles of assessment and rules of evidence apply to RPL and assessment-only pathways as apply to all other assessment activities. The RPL process also requires currency of evidence, so how long ago the person was awarded the ‘old’ unit would be a factor, as well as their current work experience. Refer to the RPL Policy and Procedure for further details.

For the RPL process, the learners can be asked to undertake training to fill a gap in knowledge and or skill, followed by assessment, or can be asked to provide further evidence. Credit Transfer (CT)

Students must show evidence that can be verified such as a statement of results for credit transfer to be granted. Students should advise and provide evidence of their acquired or pending qualifications/statements of attainment before or during the enrolment process. For more details of Credit Transfer process, refer to the Credit Transfer Policy and Procedures.

Both processes (RPL and CT) allow the student to reduce the course duration, study load and costs associated with achieving these qualifications. The RPL and CT application processes are provided to students in the pre enrolment information in accordance with Melbourne Metro College’s RPL and CT policies and procedures.

Melbourne Metro College ensures that students with recognized learning disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based on age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues to name but some.

At the time of enrolment and during the course of studies, if it is revealed that a student may require special support or, where after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a learner with a special need. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account factors such as the learner’s views, the potential effect of the adjustment on the learner and others and the costs and benefits of making the adjustment.

Reasonable adjustment may consist of:

• Providing additional time for participants to complete learning and practice tasks to better prepare them for assessments
• Presenting alternate methods of assessments more appropriate to the learner’s specific needs; for example, for sight-impaired students, using oral questioning instead of written questions
• Adjusting learning materials’ English language level to better suit the individual
• Using large print material and/or showing how to use zoom function to increase font size for elderly or sight impaired students
• Extending course duration
• Providing opportunities for reassessment
• Presenting work instructions in diagrammatic or pictorial form instead of in written form
• Adjusting assessment conditions to better suit learner needs, for example, providing additional time within which to complete an assessment, as long as competency standards are maintained
• Providing additional trainer support outside scheduled class hours.
• Providing a tailored training and assessment strategy, delivery schedule or timetable

Any adjustments made must:

• Maintain the competency standards and course requirements as stipulated in the training package
• Be discussed and agreed to by the learner
• Benefit the learner
• Be reasonable to expect in a workplace.

Principles, practices and legislative requirements relating to equity, access, anti-discrimination and social justice will be addressed in all aspects of the implementation of the training and assessment strategy. Where practical, student special needs will be identified prior to students’ commencing programs.

Customized delivery and assessment strategies, including reasonable adjustments, will be designed to meet client needs. Melbourne Metro College has a range of student support services that students are able to access. Support services include student counsellors, IT support officers and language specialists able to assist students who may require further assistance.

Student Services and Support Staff

Melbourne Metro College employs student support staff and counsellors to help students with special needs and/or refer them to qualified counsellors.

Melbourne Metro College has dedicated Student Support Officers to address student special needs identified during the pre-enrolment/enrolment or during the study.

Furthermore, trainers and assessors will also fulfil the role of student support throughout their study to provide any academic assistance as required. The student support officers assess the student information and determine the type of support that the student may need in order to successfully complete the course.

Student support officer will provide necessary support services available to students in settling to study in Australia during the course of study Including:

• Personal Counselling
• Academic counselling
• Assistance in finding legal advice if required
• Emergency and health services
• Accommodation and Airport pickup assistance
• Welfare related support

The following additional support is available to students:

Language, Literacy & Numeracy (LLN) Support

International students may meet the LLN requirements by having sufficient IELTS (or equivalent) scores. However, as most of them have non-English speaking background, they may still require appropriate LLN support. If deemed applicable, a meeting can be arranged to discuss the LLN assistance that Melbourne Metro College may be able to provide for a learner, with a view to creating an action plan that best addresses a student’s LLN needs.

Reading Writing Hotline

Students who want to get help with their literacy and numeracy can access information about the nearest LLN provider by calling the Reading Writing Hotline on 1300 655 506. The Reading Writing Hotline was established in 1994 and is Australia’s national telephone referral service for adult literacy and numeracy. It is funded by the Australian Government Department of Employment and Workplace Relations. The Hotline has a national steering committee with representatives from each state and territory.  The organization hear from a diversity of callers and have a unique overview of literacy services and needs throughout Australia.

https://readingwritinghotline.edu.au/

Every effort, within reason, will be made by Melbourne Metro College personnel to ensure a successful outcome for students. Additional training and / or tutorial may be negotiated.

Digital Literacy Support

Melbourne Metro College employs full-time digital support staff to help students experiencing difficulties in using computers.

Study Melbourne Hub Victoria

Study Melbourne is a Victorian Government initiative which provides support and information to international students studying and living in Victoria.

https://studymelbourne.vic.gov.au/

Trainers and assessors delivering training and assessment at Melbourne Metro College must satisfy the requirements of the Schedule 1 of the Standards for Registered Training Organizations (RTOs) 2015. All trainers and assessors must have:

• TAE40122 or TAE40116 Certificate IV in Training and Assessment, or a diploma or higher level qualification in adult education, or

TAE40110 Certificate IV in Training and Assessment with:

Either one of the following:

TAELLN411 Address adult language, literacy and numeracy skills TAELLN401A Address adult language, literacy and numeracy skills Plus one of the following:

TAEASS502 Design and develop assessment tools TAEASS502A Design and develop assessment tools TAEASS502B Design and develop assessment tools.

• Vocational competencies at least to the level being delivered and assessed (e.g. SIT60322 Advanced Diploma of Hospitality Management)
• Current industry skills directly relevant to the training and assessment being provided
• Current knowledge and skills in vocational training and learning that informs their training and assessment
• Continuing Professional Development

Melbourne Metro College requires all trainers and assessors to submit their trainer matrix, resumes and present their original credentials and their copies are

kept in their individual staff files. All trainer’s/assessors’ qualifications, vocational and industry experience are vetted prior to engagement and commencing the course.

Trainers/assessors’ cannot participate in training and assessment until the CEO/Training Coordinator has approved the qualifications and individual trainer matrix.

Melbourne Metro College has approved following trainers and assessors approved to deliver this qualification at Melbourne Metro College. The number of trainers required will be reviewed regularly based on the student enrolment.

Please refer to their individual trainer’s file for their qualifications, resume, skills matrix and PD details.

Melbourne Metro College requires all trainers and assessors to participate in at least two professional development activity annually. Melbourne Metro College has developed a professional development calendar to facilitate and encourage their participation in various PD activity available in the industry.

Please refer to the Annual Professional Development Calendar

The industry consultation process assists by confirming that the approach to delivery and assessment is consistent, as well as resources used are consistent with industry expectations and current practices.

Industry experts have been consulted in order to input into the development of the course. Experts were provided with the Training and Assessment Strategy, plus samples of the training and assessment materials. Experts were also asked to comment on the industry skills required of trainers and assessors.

Feedback from the consultation has been reviewed and incorporated into this Strategy. An industry consultation register also records outcomes and actions.

Melbourne Metro College also keeps up to date with industry trends through membership of professional associations and newsletter subscriptions.

Melbourne Metro College contextualized all assessment tools in line with the ASQA Guide on the assessment tools and to reflect the assessment context for its target cohort.

Contextualization may include additions or amendments to the assessments to meet unit and industry sector requirements, to suit particular delivery methods, characteristics of learner cohort, specific enterprise equipment requirements, or to otherwise meet local needs. The integrity of the intended outcomes of the units of competency and assessment requirements are maintained.

Melbourne Metro College has following facilities, equipment and resources available for delivery and assessment of this course

Facilities

• Fully equipped training rooms in the main campus and Simulated Childcare facility

Training Facilities include:

• Sufficient table and chairs for all students
• Whiteboard, data projector to deliver theory material, computer and audiovisual equipment.
• Business equipment, computer hardware and software programs, stationery and other material relevant to the theory and practical session being delivered.
• Access to internet

For each unit of competency, Melbourne Metro College trainers/assessors and students will have access to the following resources:

Training resources:

• Timetable
• Trainer guide
• Student learning guide
• PowerPoints presentation slides
• Self-study guide

Assessment tools:

• Student Assessment Booklet
• Work Placement Logbook
• Assessment Marking Guide (Trainers & Assessors only)
• Assessment Mapping Guide (Trainers & Assessors only)
• Supporting resources such as policies and procedures of

Simulated Commercial kitchen

All students, trainers and assessors have access to the operational training kitchen that reflects workplace conditions and provides students with the opportunity to participate in realistic kitchen environment and demonstrate their theoretical and practical knowledge as they learn in the training including:

Melbourne Metro College has a plan for, and implements, systematic validation of assessment practices and judgments. The Validation Plan ensures that each unit or module on the Melbourne Metro College’s scope of registration is validated at least once every five years, with at least 50% of all units or modules validated within the first three years of each five-year cycle.

The Validation Plan includes:

• When assessment validation will occur
• Which training products will be the focus of the validation
• Who will lead and participate in the validation activities.

Validation is conducted on a regular basis for each training product in line with the requirements of the Standards for RTOs 2015 (Clause 1.10 & 1.11).  Collectively, those involved in validation must have:

• Vocational competencies and current industry skills
• Current knowledge and skills in vocational teaching and learning
• The training and assessment qualification or assessor skill set

Conducting validation

For each validation session, there will be a leader who will be assigned to lead the process.

In conducting validation, Melbourne Metro College will validate a suitable sample size of assessments and will randomly select the student assessments to be validated in line with the guidance provided by ASQA’s Fact Sheet on Conducting Validation.

Validation is conducted using a Validation Tool that guides the validation team through the process and records outcomes.

Record keeping and improvements

Validation outcomes are documented, and results of validation acted upon to bring about improvements to the Melbourne Metro College’s training and assessment systems and practices.

Validation plans and outcomes are recorded in the Validation Plan and Validation Tool.

Refer to Training and Assessment Policy & Associated Procedures for more detail on validation arrangements.

The Chief Executive Officer and Training Coordinator will ensure that Melbourne Metro College has subscribed to email updates from:

• Training.gov.au
• Australian Industry and Skills committee
• Skills IQ: Skills Service Organization
• ASQA Updates (general direction notifications)

These email updates advise of changes to transition requirements and/or Training Package changes relevant to a specific industry.

In the instance that there is a change in a relevant Training Package, the Coordinator will examine the amendments and inform affected staff of these changes.

The Coordinator will create an action plan to implement the new training package or unit requirements. The action plan and its implementation will be reviewed at a management meeting until the changes have been successfully implemented.

Transition arrangements must be completed within 12 months of changes being notified or as notified by ASQA.

For details regarding the transition of qualifications refer to the Course Transition Policy and Procedure

Melbourne Metro College ensures that the training and assessment strategies and its practices are responsive to industry and student needs and meet the requirements of training packages.

Melbourne Metro College will review the Training and Assessment strategies for all qualifications at least once a year to incorporate feedbacks received from stakeholders (students, employers and staff). The focus of review is to ensure that delivery and assessment is being conducted as per the training package requirements and that its meeting the needs of leaners as well as industry. Review of Training and Assessment Strategy is based on data collected through;

1. Students feedback
2. Internal Audit reports
3. Industry feedback
4. Management review meetings
5. Industry validation and consultation process

Feedback and analysis of suggestion or comments received are reviewed by Trainers/Assessors and RTO Manager and relevant changes and its implementation are recorded in the Continuous Improvement Register