To demonstrate competency in this area, students complete the summative assessment 1 and summative assessment 2
questions and achieve a satisfactory ‘grade when they are assessed.
Before submitting work for marking the student will be required to compete the following declaration for the purposes of
I declare that, All work submitted for assessment for this unit is my own with no part of any assessment being copied or plagiarized.
Students found to be submitting work that is not their own will have their assessment returned to them with a
notification that plagiarism has been identified. The student will be required to re-submit the questions that contain
plagiarized work, review the other answers for plagiarism and resubmit their work when they are confident it is their
own. Assessors accept a plagiarism % of 15% maximum
Once written assessment tasks have been attempted and marked by the assessor and the feedback and outcome individual assessment will be available on your dashboard
Students will be required to show their performance skills through demonstrating competency of the required performance while at field placement. Field placement include the minimum requirements of work placement hours as set out in earlier section on work placement.
Performance on placement may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.
As learners progress through their placement they detail evidence supporting the performance criteria and elements and performance evidence in the third-party evidence collection booklet (TPECB) and other placement booklet. The placement evidence is then sighted, assessed, and then signed by the supervisor. Once the tasks have been complete, and the supervisor is in agreeance, they may then sign supporting that the student can competently complete the task (in their opinion).
Once the student submits their TPECB and other placement evidence required to their assessor here at ACTAC, the evidence is viewed and assessed by your Trainer. Once we are satisfied with the placement submission, we conduct our competency call to assess performance evidence, elements and performance criteria and relevant knowledge evidence to determine the student’s competency.
We support this outcome with feedback from student’s industry supervisors, both verbal feedback from the reference check
and the written feedback from supervisors in the TPEC Booklet.
Once the learner has demonstrated all required competencies the are deemed competent to graduate.
*Work Placement is a mandatory component of this qualification for all units of competency. Please note, learners not
completing or unable to source work placement will not be eligible for the issuance or a qualification.
Ongoing training for staff in the areas of training and assessing occurs to ensure consistency in staff performance and
Reasonable Adjustments are provided for students with learning difficulties or disabilities. Adjustments are based on
the student’s needs, with the aim of reducing the impact of potential barriers to learning and providing the learner
with opportunities to succeed. Each student is considered individually and is consulted regarding the adjustments.
Students are encouraged to disclose their needs early as ACTAC is prepared to make reasonable adjustments and this will
allow sufficient time for planning and preparation to better assist them.
Throughout the duration of a course a student/trainer may adjust the levels of support and assistance provided depending
on the students’ needs or suitability
Educational and Support Services may include:
- One on One Training sessions (Phone or online)
- Small group workshops
- Buddy System
- Shadowing a skilled Teacher Aide
- Simulated classroom training
- Additional Resources
- Skype Sessions with trainer
- Weekly progress calls with ACTAC
Reasonable Adjustments may include:
- Adaptive Technology
- Reduced word count requirements in written submission
- Customised Resources
- Additional Trainer Support
- Ongoing support and monitoring of adjustments
- Alternative assessments e.g. oral assessments.
ACTAC may contextualize the material to relate it to aspects of the work environment when providing one on one training, for workplace requirements and during the competency conversation.
ACTAC continues to use Smallprint’s mapping of unit assessments at this point due to a number of factors.
- Our experience with mapping has been founded on robust and reflective collaboration with internal and external consultant, industry experts, and other relevant professionals
- Our trainers find using this mapping is simple and straight forward.
- We have found that the mapping can be consistently applied in a range of assessment situations.
ACTAC trainers and assessors contextualize the content and questions to the individual student during phone calls and
the competency conversation.
When gaps are identified we work with our internal content and assessment team to contextualise and add to these tools.
We work in partnership with student supervisors to assist assessment validity and student learning. Adjustments may be
needed to cater for different learner characteristics or needs.
If any student wishes to appeal a decision made by a trainer, or any other decision made by ACTAC students can review the appeal procedure here https://actac.com.au/complaints-appeals-policy/