Australian Early Childhood College

Menu
  • Home
  • Login
  • About Us 
    • Our History
    • RTO
    • Leadership Team
    • Training Team
    • Our Policies and Procedures
  • Qualifications Available 
    • Certificate III in Early Childhood Education and Care
    • Diploma of Early Childhood Education and Care
  • Student Information 
    • Student Resources 
      • Children's Services Resources
      • E-learning
    • Student Handbook - Children's Services version
    • Policies
    • Enrolment Process
    • Training Costs
    • Recognition of Prior Learning and Credit Transfer
    • Cover Sheet
    • Requirements For Written Assessments
    • Consent Form
    • Studying With Recognition First
    • Language, Literacy and Numeracy (LLN) Support
    • Personal Support Services for Students
    • First Aid Information
    • Skills Recognition
    • Unit Requirements 
      • CHC30121
  • Employer Information 
    • Key Staff
    • Study Time
    • Selecting an ANP
  • NSW Smart and Skilled 
    • Smart and Skilled Course Information
    • Smart and Skilled Enrolment Process
  • ACT Traineeships 
    • ACT Course Information
    • ACT Enrolment Process
    • Ending Your Training
  • SA WorkReady
  • VIC Skills First
  • Contact us

Registered Training Organisation  Code 91429

Policies

Policies

 

The following Policies are created to support the program you have enrolled in we recommend that you become familiar with these prior to beginning any program with Recognition First

 

 

Access and Equity

“Individual training” recognises the uniqueness of learners. It supports the idea that there may not be a homogeneous background within a client group and so achieves its mission by meeting individual needs by providing individual training plans.

Adjustment:

Some students will require reasonable adjustment to be made to resources and programs. This adjustment must fall within the financial constraints of the program and requirements of the Training Package.

Access:

All premises should meet local council regulations pertaining to access by all individuals. Recognition First is committed to working with organisations to promote access to training and assessment to all members of our community.

 

Client Services Policy

The following procedures are based upon Recognition First’s commitment to quality client services.

 

  1. Maximum of five (5) working days turn around in responding to phone, fax or email contact.
  2. Recognition First actively seeks to offer Recognition of Prior Learning, Mutual Recognition and Credit Transfer between Registered Training Organisations (RTO)
  3. Recognition First will offer and carryout up front assessments which will inform gap training plan.
  4. Recognition First encourages ongoing assessment during gap training and applicants can request reassessment at any time. Training plans would then be reconfigured.
  5. All communications will be in Plain English including all course details and advertising.
  6. All fees and charges will be clearly presented and remain valid for 30 day period from the date of quoting.
  7. All fees and changes are refundable for the cooling off period (3 days) only when paid prior to any auditing or orientation.
  8. Special funded programs may exempt students from all fees and charges.
  9. Recognition First Managers will provide contact details for clients to investigate outside funding support. Eg. Centerlink, DET, AACS.
  10. Access to language, literacy and numeracy support is available within Recognition First.
  11. All relevant Handbooks will be made available to clients.
  12. All applicants are encouraged to complete the Recognition First Student Self Selection Checklist prior to enrolment.
  13. Recognition First staff are available to provide support and information to all Recognition First clients.
  14. Qualifications are issued appropriately, that is, only on completion of course/ qualification requirements and statement of attainment or progress report that are available on request by students who have no outstanding financial debt with the organisation.
  15. Recognition first will recognise the AQF qualifications and statements of attainment issued by other RTO’s
  16. We do our best to support your application for funding where appropriate. But if funding does not come through, you or your workplace must be prepared to cover the cost of training.
  17. Accounts which go to legal recovery will be subject to the addition of Solicitor – client legal costs and additional administration charges.
  18. All students have the right to access any documentation directly related to their training and personal details.
  19. As a Recognition First student you have the right to appeal any decision related to your training and assessment.
  20. Head Office Contact details are:

Jan Green, Director

64 Victoria St Goulburn NSW 2580

Phone 02 48227109 Fax 02 48229094

Mail: P.O. Box 1231 Goulburn NSW 2580

Email:  This email address is being protected from spambots. You need JavaScript enabled to view it.

 


Assessment Policy

Assessment means the process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course. (Glossary AQTF Standards)

 

Assessment is about identifying competence. Competence means having the skills and knowledge to correctly carry out a task, a skill, or a function. Assessment involves collecting evidence and making judgements on whether or not competence has been achieved. Evidence can come in a variety of forms. Recognition First assessors use a combination of the following methods:

  • Demonstration of real work
  • Project
  • Answers to questions
  • Reports from third parties
  • Certification of training and assessment
  • Legislative reports

 

Assessments must also be current (current performance) and authentic (students own work).

Assessment, by any pathway, must comply with the assessment requirements set out in the AQTF Standards for Registered Training Organisations and Training Package requirements.

 

All assessments carried out by Recognition First demonstrate compliance with the principles of assessment:

  • •        
  • •        
  • •        
  • •        
  • •        

 

Recognition:

Recognition is an essential part of our training and assessment processes. It starts at the orientation and is integral throughout the program. If students have the skills and knowledge to prove competence in a competency they are given the opportunity to prove this and thereby may receive partial or total recognition of a competency.

 

Recognition First is committed to this being a transparent and simple/clear process that focuses on finding out what an applicant already knows prior to them completing work. Recognition generally happens at the beginning of a program but can occur at any time during a program. Applicants often need to build confidence to participate fully in a recognition process. Staff are committed to supporting students throughout the process, remember we are the experts on training and assessment we will happily translate the jargon and match what you know how to do and skills you perform at work into the competencies within the program/qualification.

 

Recognition First recognises any competencies completed by another RTO in order to comply with mutual recognition expectations. This allows for a credit transfer from other RTO’s to Recognition First.

 

Recognition may also involve an assessment process to inform us of existing skills or knowledge that applicants may hold.

 

Marking Process:

When marking assignments assessors are looking for students to respond appropriately to the questions of the assignment thereby prove knowledge and understanding of the subject area based on the requirements of the competency it represents.

The standard of presentation must meet the requirements outlined to the students. (For details see information sheet “Requirements for Submitting Assignments”)

 

Literacy levels are assessed according to the National Reporting System (NRS) and the qualification requirements of the course each individual student is undertaking.

 

  • Certificate III level students are expected to provide written responses using simple sentence structure, complete forms or notes using factual information. In writing for the Centre they need to ensure correct spelling of familiar jargon.
  • Certificate IV and Diploma level students are expected to communicate complex relationships between ideas by matching style of writing to purpose and genre. Assignment will use appropriate structure and layout. They are expected to reference information to its sources and should include a bibliography at the end of their work.

 

Assignments are generally returned directly to students where all requirements are met at times it is important for Recognition First to retain some assignments as samples to meet reporting guidelines set by relevant funding bodies. If an assignment does not show the appropriate knowledge and understanding or is not presented to the appropriate literacy level the assignment is passed onto the students Trainer who will contact the student directly and implement appropriate follow up activities.

 

Post All Assignments to: -       Recognition First                                 Or Fax to 02 48229094

                                                         P.O. Box 1231                        

                                                         Goulburn NSW 2580              

          OR Email to This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

Assessment decisions:

Initially the assessor will determine your Recognition entitlements and during your program this is an ongoing process. You have the right to comment during and at the conclusion of any decision phase. It is important that you are comfortable with the decisions which are made as they will affect your training plan and you do not want to be disadvantaged. If you are uncomfortable with the decisions made by the assessor you may ask for him/her to review their decision.

 

There is also an appeals process for you if you require further clarification. (Appeals/Complaints forms are available from the Goulburn office)

 

 

Training process:

Recognition First Trainers/Assessors use the above recognition audit to establish current competency, map that competency against the qualification competencies and develop a training plan of gaps for an individual learner. Delivery mode is established after discussions with the student, trainer and employer. Costing information for self funded students assume a Distance Mode of training. Applicants should speak to a Manager if they wish to purchase a different mode. Government funded programs generally allow choice of delivery mode. If you have any questions do not hesitate to contact a Recognition First Manager.

 

Recognition First offers three modes of delivery for training and assessment:

 

  1. Distance Mode

Competencies that are delivered by distance learning mode involve the student working through learning and assessment materials. Competencies can be clustered into meaningful groups. Clusters can be created to suit individuals or organisations specific needs. Support is offered for the student via phone, email, postal mail, and online learning platforms. Each student is assigned a specific staff member as their support staff, so meaningful relationships can form. This mode suits isolated learners and learners who could be described as “reflective”.

 

  1. Flexible or Work Based Delivery Mode

Flexible delivery mode is a combination of delivery strategies. It generally includes work based sessions, distance material and student support. For gaps in evidence or training, learners may be asked to complete their training by any or all of the following procedures:

  1. work based projects are created and completed by student with workplace support
  2. individual training sessions occur at workplace
  3. assessment tasks are set and completed by student
  4. students complete research tasks

 

  1. Workshops

Our workshop mode is the training and assessment pathway that suits less experienced students or students whose learning style could be described as “active”. Competencies are clustered into meaningful groups. Clusters can be created to suit individuals or organisations specific needs. Clusters are delivered by attending day workshops, completing all associated tasks and completing assessment tasks.

 

 

Training/Assessment Protocol

In line with Recognition First’s training and assessment processes, students will interact with Recognition First Trainers and Assessors in a variety of settings. It must also be acknowledged that a large proportion of the Training and Assessment will occur at the worksite with permission of the employer. Recognition First staff, contractors and students must always conduct themselves in a professional and appropriate manner when utilising these facilities. It is important at all times that students interact with Recognition First staff and programs in a respectful, professional and appropriate manner. Unprofessional behaviour could result in cancellation of a student’s program and may affect the issuance of a qualification. (For more details see the full policy which is available from the Goulburn office)

 

 

 

 

 

Client Appeals/Complaints Policy

Recognition First is committed to responding to all appeals/complaints by its clients. Complaints by definition are expressions of dissatisfaction with services, facilities, policies and procedures. Whilst it is recognised that Recognition First cannot guarantee that all customers will be completely satisfied with all areas under its control, we respect each individual’s right to make complaints.

Our complaints handling process aims firstly to reach outcomes that are acceptable to the complainant, secondly to provide data which through regular review, can help us to identify and rectify weaknesses in our services and products. The data is also a source of information for improvement plans.

 

Complaints cover a wide range of concerns from suggestions for improvements to serious allegations of illegal action. Anonymous complaints will only be investigated where they concern serious matters and enough information is available to enable an investigation. (Appeals/Complaints forms are available from Goulburn Office)

 

 

 

Student documentation:

 

Competency Outline for Applicants

Students are issued with an appropriate Assessment booklet/Competency Outline booklet at enrolment.  The booklet details the competencies which must be met to achieve the qualification. The booklet provides a format for students to track their progress through the course.

The booklet also forms the basis for any recognition procedure and clearly details each competency within the qualification the student is attempting. All information is taken directly from the appropriate Training Package.

Students are encouraged to use this document as a guide when collecting information and gathering evidence. The following details are included for each competency.

  • ·         Unit of competency
  • ·         Elements of competency
  • ·         Performance Criteria
  • ·         Context of Assessment
  • ·         Critical aspects of Assessment including:
    • ·         essential knowledge
    • ·         essential skills

Unit of

competency

Provides a clear statement of what is required of a person in a particular function.

Each unit contains elements, performance criteria, a range of variables and an evidence guide.

 

Elements of

competency

 

They describe in terms of outcomes the significant functions and tasks that make up the competency. They determine the job task, what the student must be able to do.

 

Performance

criteria

 

Specifies the required level of performance expected in the workplace and guides the assessor in judging whether performance has been achieved to the standard required.

 

Evidence

guide / Critical aspects

 

Outlines the evidence required to demonstrate competency in the unit, including critical aspects of evidence of both skills and knowledge to be collected:

Essential Skills

The candidate needs to demonstrate their ability in these skills.

Essential Knowledge

The essential knowledge is what a person needs to know to perform the work in an informed and effective manner.

This also includes context of assessment, resource implications, required or underpinning knowledge and skills, language, literacy and numeracy requirements and consistency of performance.

 

 

 

Trainers/Assessors also have information relating to the range of variables. This identifies the range of contexts and conditions to which the performance criteria apply. It places the unit of competency in the context in which performance should be demonstrated (typical facilities and equipment). It is their role to ensure the student/applicant is appropriately placed.

Results are only deemed “official” when detailed on official transcripts which are available from Recognition First’s Head Office.

 

Student Files

Recognition First keep student files which are a crucial part of the student management system. They contain all information related to each students training and assessment process and track their progress. It is the trainer’s responsibility to complete the paper work and enter the information appropriately. The course co-ordinator will review student records regularly with the trainers and assessors to ensure their validity.

 

 

 

Privacy Statement

 

Personal Information

Recognition First is committed to protecting and maintaining the privacy, confidentiality, accuracy and security of your personal information.

As a Registered training Organisation, complies with the Australian Quality Training Framework Standards and has documented and implemented policies and procedures to assure the integrity, accuracy and currency of its records including:

  1. ensuring that, except as required under the AQTF Standards or by law, information about a client is not disclosed to a third party without the written consent of the client;
  2. access by clients to their personal records.

 

Forms are available from Recognition First office for requesting access to or disclosure to nominated third parties of personal information. All staff, employees, trainers, advisors and agents of Recognition First are bound by policies and procedures and must treat a client’s personal information with the strictest confidentiality.

 

Course Results

The results achieved by clients attending Recognition First courses are subject to retention, archiving and retrieval for a period of 30 years and transfer consistent with the requirements of registration authority. Recognition First will also keep records of courses undertaken (including dates, topics, activities and assessments) and Statements of Attainment or Achievement issued.

 

Use of Personal Information.

By enrolling into our records systems personal information of clients of Recognition First may be used by it to:

  1. inform clients of professional training and related services offered by Recognition First including new professional development course;
  2. carry out reviews of our internal administration and operations including record keeping, risk management, accounting, archiving, systems development and testing and staff training;
  3. Develop and customise new training products and services;
  4. Undertake planning, research and statistical analysis;
  5. Compliance with ATQF reporting and auditing requirements.

 

 

Legislative Requirements:

All personnel are required to be aware of their responsibilities in relation to the following Commonwealth and State legislative and regulatory requirements:

  • Occupational Health & Safety
  • Work Cover
  • Anti-Discrimination Act including:
  • Equal Opportunity
  • Racial Hatred
  • Vocational Education and Training Act (VET Act 2005)
  • Privacy Act

These areas will be discussed in your orientation session and your specific responsibilities will be outlined. As employees and work placement students you have a responsibility to ensure that your intentions and actions should reflect safe work practice. Copies of the above legislation and regulatory requirements are available on line.

The following internet sites are very useful resources.

  • OHS & Worksafe                     http://www.ascc.gov.au
  • Work Cover                 http://www.workcover.nsw.gov.au
  • Australian legal Information Institute                        http://www.austlii.edu.au
  • Anti-Discrimination; Equal Opportunity ; Racial Hatred          www.workplacelaw.net.au              
  • VETA Act                     http://www.vetab.nsw.gov.au (Publications and Logos section)
  • ·        
  • Dept. of Education Employment and Workplace Relations   www.deewr.gov.au or www.dest.gov.au
  • Traineeships:               www.det.act.gov.au  and   http://apprenticeships.det.nsw.edu.au
  • The Office of the Privacy Commissioner        http://www.privacy.gov.au/act/index.html

           

Latest News

Plagiarism

What is plagiarism?

Plagiarism is the act of taking someone else's material and claiming it is your own work. This can include, but is not limited to, written work, observations, curriculum planning, and QIP materials. Anything that you might make in your workplace can be plagiarised. All the work you submit for your assignments should be your own. When you submit work, you are promising that you completed it yourself and, if that is found to be untrue, there can be serious consequences. Your cover sheet is a legal document. It is here that you confirm that you have completed all assignment work yourself.

What about research?

During your assignments you will need to do readings or research about certain topics. This is perfectly acceptable. In these cases, you should always put what you have learnt in your own words. Sometimes you may want to quote someone else to highlight significant details or information. These should be used sparingly and shouldbe identified within your work through the use of quotation marks (" ") for short quotes or in a separate paragraph for quotes longer than one sentence. You must always credit who you have quoted within your work. Likewise, you should always credit where you got your research from in the form of a bibliography. A bibliography is a list of the resources you used and is clear enough that anyone reading your bibliography could track down that same resource and read it themselves. Even your readings in your training materials should be listed.

What about collaboration?

Sometimes in your workplace you will be working on things with your co-workers. This is normal. However, everything you submit to AECC should be your own work. You should not submit someone else's observations or jottings. You can use photos taken by someone else at the centre, but... Read more

  • NCVER Privacy Notice

    The Australian Government update the National Vocational Education and Training Data Policy which came into effect on 1 January 2021. This Policy brings together the requirements for collection nationally consistent data…

  • Experienced trainers provide the best support

    Students learn best from trainers who understand their learning journeys and fully “know” the work environments they are working in. With this is mind all AECC trainers have a rich…

Login

Children's Services

Student Resources

Registration Audit
Information

smart-and-skilled-logo

 

 

WorkReady Wordmark Mono H

GOSA black H supported RGB

Recognition First

  • Home
  • Login
  • About Us
  • Qualifications Available
  • Student Information
  • Employer Information
  • NSW Smart and Skilled
  • ACT Traineeships
  • SA WorkReady
  • VIC Skills First
  • Contact us

Qualifications Available

  • Certificate III in Early Childhood education and Care
  • Diploma of Early Childhood Education and Care
  • Diploma of School Age Education and Care

Professional Development Workshops

Management

  • How to manage your budget
  • Managing yourself to get the job done
  • Risk Management
  • Managing poor performance
  • Dealing with Difficult Sitations
  • Emotional Intelligence

Community Services

  • Meeting Licensing Requirements
  • Early Years Learning Framework
  • National Regulations
  • WHS - How to Maintain Compliance
  • Working With Difficult Clients
  • Planning For the Needs of Children and Their Families
  • Performance Management in the Community Sector
  • Running Ethical Businesses
  • Small Business vs. Government Organisation

Copyright © 2021 Recognition First Pty Ltd   All Rights Reserved
View our Policies

Site designed and developed by Adelaide Websites