This workshops forms part of the 2025 TAC Event. Other workshops presented at this event include:
- Transitioning to the Registration Standards for RTOs 2025
- Unpacking Governance: Leadership, Accountability, and Risk Management
Designing and Delivering Quality Training: Insights from Outcome Standards 1.1 and 1.2
This workshop is specifically designed for Trainers and Assessors, focusing on Outcome Standards 1.1 and 1.2 of the 2025 Standards. These Outcome Standards emphasise the importance of using engaging training methods that accommodate diverse learning styles and needs, ensuring alignment with training package requirements and industry standards.
This workshop will give viewers a comprehensive overview of Outcome Standards 1.1 and 1.2, understanding the key requirements and the significance of engaging training methods. Techniques for creating training programs that build practical skills and competencies, consistent with the training product and relevant to current industry practice will be provided, while also incorporating effective industry engagement. The workshop explores ideas for creating interactive and engaging training sessions, offers strategies for accommodating different learning styles and needs, and information on how to support diverse learners.
Presenter: Sheevaun Gallacher (Delivered 14 May 2025)
Session length: 1h
Handouts:
- Fact Sheet: Training within the 2025 Standards
- Copy of Presentation: Designing and Delivering Quality Training
Questions from the workshop
A number of questions were raised during the workshop that we didn’t have time to address on the day. We've compiled the following answers:
In the new TAC application requirements. If the information provided is insufficient or missing something, will TAC request that information be updated before completing this task?
Yes, similar to current practice, if the Regulation Office identifies that documentation is missing or the information provided in an application is insufficient, they will contact the RTO as part of the application review process.
In reference to Outcome Standard 1.1, a performance indicator, 1.1b states the modes of delivery enable VET students to attain skills and knowledge consistent with the training product. Can this be in their own workplace? (For context this is for B2B training of employed students).
Yes, if a work placement is required by the Training Package, it is acceptable for the placement to occur in the learner’s own workplace. However, it is essential to ensure that the workplace—regardless of location—meets all the requirements specified in the relevant training product. This includes having access to the appropriate facilities, equipment, supervision, and experiences necessary to support the development and assessment of the required competencies.
In reference to Outcome Standard 1.1, is a unit of competency’s nominal hours / amount of training still used as a requirement (in particular 1.1c)?
The emphasis has shifted toward ensuring that training is well-structured, engaging, and aligned with the training product, rather than strictly adhering to a set number of hours. However, RTOs are still expected to demonstrate that the length of the course is sufficient for students to achieve competency, taking into account factors such as:
- Student characteristics and prior experience,
- Mode of delivery,
- Complexity of the training product
So while nominal hours/volume of learning/amount of training may not be standalone requirements under 1.1c, they could remain a useful reference point when designing and justifying the structure and duration of the course.
In regard to ‘current’ industry practice. How do we measure this to ensure our trainers and assessors have current industry practice?
This seems like a simple question, but the vastly different nature of various industries means that it is in fact complex. There are many factors that may influence current industry practice including:
- technological innovation;
- changes in equipment or standard operating procedures;
- changing legislation and regulatory requirements;
- changes in industry practice;
- new and emerging skills and specialisations as work practices change; and
- technical skill degradation through periods of non-use.
Given these factors, it is essential that trainers and assessors maintain a real, current, and comprehensive understanding of industry practice. The VET sector aims to equip students with practical and up-to-date skills and knowledge that can be readily applied in the workplace. To support this, trainers and assessors must remain actively engaged with industry developments and understand how competencies are applied in real-world contexts. This may be achieved through continuing professional development, ongoing industry engagement, industry work placements, and similar activities.
More information is available in the Fact Sheet: Current Industry Skills and Knowledge.
Can you approach consultants in your network for industry consultation or must they be in industry rather than consulting?
When it comes to industry consultation, the key principle is that the input must come from individuals who have current and relevant industry knowledge and experience.
So yes, you can approach consultants in your network—as long as they are actively engaged with the industry and their insights reflect current industry practices, standards, and expectations. If a consultant is no longer connected to the industry in a meaningful way (e.g. hasn’t worked with industry partners or employers recently), their input may not meet the intent of genuine industry engagement.
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