SIF08 Funeral Services Training Package

Release: 1.1

Contents

Modification History	3

Preliminary information	3

Overview	28

Qualifications Framework	36

Skill Sets	46

Assessment Guidelines	47

Competency Standards	64

Appendix: Suggested AQF packaging of Funeral Services units of competency	70

Modification History

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release date	Comments
1.1	December 2010	Qualification rules for all qualifications, except SIF40208 Certificate IV in Embalming updated to comply with recent NQC flexibility rules. Aspects of sustainability added to Required Knowledge and Range Statement sections to relevant units. Version identifiers changed from A to B for the following units: SIFBCR005A Install burial vaults SIFBGM001A Provide general grounds care SIFBGM003A Clean and maintain public conveniences and amenities SIFBCR001A Coordinate burial site preparation and reinstatement SIFCCS001A Provide service to clients SIFFNL008A Coordinate funeral operations SIFIND001A Work effectively in the funeral services industry SIFMWK004A Coordinate mortuary operations AQTF information updated.
1	21 August 2008	Primary release – replaces WFS02

SIF08 was endorsed on November 2010

Preliminary information

Preliminary information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 1.1 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Service Skills Australia (www.serviceskills.com.au) to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release date	Comments
1.1	December 2010	Qualification rules for all qualifications, except SIF40208 Certificate IV in Embalming updated to comply with recent NQC flexibility rules. Aspects of sustainability added to Required Knowledge and Range Statement sections to relevant units. Version identifiers changed from A to B for the following units: SIFBCR005A Install burial vaults SIFBGM001A Provide general grounds care SIFBGM003A Clean and maintain public conveniences and amenities SIFBCR001A Coordinate burial site preparation and reinstatement SIFCCS001A Provide service to clients SIFFNL008A Coordinate funeral operations SIFIND001A Work effectively in the funeral services industry SIFMWK004A Coordinate mortuary operations AQTF information updated.
1	Primary release – replaces WFS02

Summary of SIF08 Funeral Services Training Package

Summary of AQF qualifications in SIF08 Funeral Services Training Package

Code	Title
SIF20108	Certificate II in Funeral Operations
SIF30108	Certificate III in Cemetery and Crematorium Operations
SIF30208	Certificate III in Gravedigging, Grounds and Maintenance
SIF30308	Certificate III in Funeral Operations
SIF40108	Certificate IV in Funeral Services
SIF40208	Certificate IV in Embalming
SIF50108	Diploma of Mortuary Management

Summary of units of competency in SIF08 Funeral Services Training Package and their prerequisite requirements

Code	Title	Prerequisite
SIFBCR001B	Coordinate burial site preparation and reinstatement	Nil
SIFBCR002A	Transfer coffins and caskets	Nil
SIFBCR003A	Manufacture vault lids	Nil
SIFBCR004A	Bury coffins and caskets	Nil
SIFBCR005B	Install burial vaults	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR006A	Coordinate chapel operations	Nil
SIFBCR007A	Prepare vaults or crypts for burials	Nil
SIFBCR008A	Schedule burials or cremations	Nil
SIFBCR009A	Reinstate vaults or crypts	SIFOHS004A Work in confined spaces SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR010A	Supervise burials	Nil
SIFBCR011A	Cremate coffins and caskets	Nil
SIFBCR012A	Arrange and oversee viewings of cremations	Nil
SIFBCR013A	Coordinate the collection or memorialisation of cremated remains	Nil
SIFBCR014A	Supervise cremations	Nil
SIFBCR015A	Memorialise cremated remains	Nil
SIFBCR016A	Supervise exhumations	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR017A	Prepare for gravedigging	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR018A	Backfill and make good graves	Nil
SIFBCR019A	Coordinate burial works	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR020A	Dig a grave manually	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR021A	Consolidate collapsed graves	SIFOHS001A Follow OHS procedures SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium SIFBCR017A Prepare for gravedigging SIFBCR018A Backfill and make good graves SIFBCR020A Dig a grave manually or SIFBCR023A Dig a grave using machinery
SIFBCR022A	Coordinate monument installation	Nil
SIFBCR023A	Dig a grave using machinery	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR024A	Remove ledger and concrete lid	Nil
SIFBCR025A	Exhume a burial site	SIFOHS004A Work in confined spaces SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBCR026A	Manage lift and reposition or deepen operations	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFBGM001B	Provide general grounds care	Nil
SIFBGM002A	Maintain property and structures	Nil
SIFBGM003B	Clean and maintain public conveniences and amenities	Nil
SIFBGM004A	Install basic masonry structures	Nil
SIFBGM005A	Place and finish concrete for cemetery or crematorium structures	Nil
SIFBGM006A	Evaluate building and grounds maintenance and development needs	Nil
SIFBGM007A	Coordinate building and grounds maintenance and development	Nil
SIFBGM008A	Construct signs	Nil
SIFCCS001B	Provide service to clients	Nil
SIFCCS002A	Prepare and present finger food	Nil
SIFCCS003A	Liaise with community	Nil
SIFCCS004A	Coordinate interaction with clients	Nil
SIFFNL001A	Transfer deceased persons	Nil
SIFFNL002A	Assist with the conduct of a funeral	Nil
SIFFNL003A	Arrange funerals	Nil
SIFFNL004A	Arrange and oversee viewings	Nil
SIFFNL005A	Arrange intrastate and interstate repatriations	Nil
SIFFNL006A	Arrange international repatriations	Nil
SIFFNL007A	Conduct a funeral	Nil
SIFFNL008B	Coordinate funeral operations	Nil
SIFFNL009A	Plan and conduct a funeral ceremony	Nil
SIFGLC001A	Maintain and care for historical records	Nil
SIFGLC002A	Control and order goods	Nil
SIFGLC003A	Conduct internal quality audits	Nil
SIFGLC004A	Monitor contracted services and supplies	Nil
SIFIND001B	Work effectively in the funeral services industry	Nil
SIFIND002A	Deal with grief and trauma	Nil
SIFIND003A	Participate in industry networks	Nil
SIFMGT001A	Coordinate a team	Nil
SIFMGT002A	Coordinate staff	Nil
SIFMGT003A	Supervise staff	Nil
SIFMPR001A	Implement marketing and promotional activities	Nil
SIFMPR002A	Prepare and conduct tours	Nil
SIFMPR003A	Liaise with the media	Nil
SIFMPR004A	Develop marketing strategies and activities	Nil
SIFMWK001A	Encoffin the deceased person	Nil
SIFMWK002A	Maintain linen supplies	Nil
SIFMWK003A	Clean and sterilise mortuary items and equipment	Nil
SIFMWK004B	Coordinate mortuary operations	Nil
SIFMWK005A	Determine body preparation requirements	Nil
SIFMWK006A	Cleanse and disinfect deceased bodies	Nil
SIFMWK007A	Set facial features	Nil
SIFMWK008A	Restore minor body damage	Nil
SIFMWK009A	Restore head damage on autopsied cases	Nil
SIFMWK010A	Restore and set eyes after eye donation	Nil
SIFMWK011A	Dress bodies and apply cosmetics	Nil
SIFMWK012A	Supervise mortuary operations	Nil
SIFMWK013A	Determine embalming requirements	Nil
SIFMWK014A	Treat the arterial system	Nil
SIFMWK015A	Treat abdominal and thoracic cavities	Nil
SIFMWK016A	Treat tissue gas	Nil
SIFMWK017A	Design a mortuary	Nil
SIFOHS001A	Follow OHS procedures	Nil
SIFOHS002A	Follow infection and contamination control procedures	Nil
SIFOHS003A	Follow mortuary OHS procedures	Nil
SIFOHS004A	Work in confined spaces	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium
SIFOHS005A	Implement and monitor infection and contamination control practices	Nil
SIFOHS006A	Implement and monitor OHS procedures	Nil
SIFOHS007A	Identify hazards and assess risks in a cemetery or crematorium	Nil
SIFOHS008A	Review and develop mortuary OHS policies and procedures	Nil
SIFSLS001A	Sell funeral and burial products and services	Nil
SIFSLS002A	Sell pre-need funeral and burial products and services	Nil
SIFSLS003A	Lead a sales team	Nil
SIFTVM001A	Drive funeral vehicles	Nil
SIFTVM002A	Inspect and maintain vehicles and equipment	Nil
SIFTVM003A	Operate a backhoe, front-end loader or excavator	SIFOHS007A Identify hazards and assess risks in a cemetery or crematorium

Imported units of competency in SIF08 Funeral Services Training Package

Code	Title	Origin
BCCPO3016B	Conduct dump truck operations	BCC03 Civil Construction
BCGCM1001B	Follow OH&S policies and procedures	BCG03 General Construction
BCGCM2007B	Use explosive power tools	BCG03 General Construction
BSBADM101A	Use business equipment and resources	BSB07 Business Services
BSBCMN207A	Prepare and process financial/business documents	BSB01 Business Services
BSBCUS501A	Manage quality customer service	BSB07 Business Services
BSBEBUS508A	Build a virtual community	BSB01 Business Services
BSBFIA301A	Maintain financial records	BSB07 Business Services
BSBFIM501A	Manage budgets and financial plans	BSB07 Business Services
BSBFLM506B	Manage workplace information systems	BSB01 Business Services
BSBFLM514A	Manage people	BSB01 Business Services
BSBINM201A	Process and maintain workplace information	BSB07 Business Services
BSBINM202A	Handle mail	BSB07 Business Services
BSBITS401A	Maintain business technology	BSB07 Business Services
BSBITU202A	Create and use spreadsheets	BSB07 Business Services
BSBITU306A	Design and produce business documents	BSB07 Business Services
BSBITU402A	Develop and use complex spreadsheets	BSB07 Business Services
BSBLED401A	Develop teams and individuals	BSB07 Business Services
BSBLED501A	Develop a workplace learning environment	BSB07 Business Services
BSBMGT402A	Implement operational plan	BSB07 Business Services
BSBMGT403A	Implement continuous improvement	BSB07 Business Services
BSBMGT503A	Prepare budgets and financial plans	BSB01 Business Services
BSBMGT504A	Manage budgets and financial plans	BSB01 Business Services
BSBREL401A	Establish networks	BSB07 Business Services
BSBRKG301B	Control records	BSB07 Business Services
BSBRKG303B	Retrieve information from records	BSB07 Business Services
BSBRKG304B	Maintain business records	BSB07 Business Services
BSBRKG402B	Provide information from and about records	BSB07 Business Services
BSBRKG403B	Set up a business or records system for a small office	BSB07 Business Services
BSBSBM301A	Research business opportunities	BSB01 Business Services
BSBSMB402A	Plan small business finances	BSB07 Business Services
BSBSMB404A	Undertake small business planning	BSB07 Business Services
BSBSMB405A	Monitor and manage small business operations	BSB07 Business Services
BSBSMB406A	Manage small business finances	BSB07 Business Services
BSBWOR204A	Use business technology	BSB07 Business Services
FNSACCT503B	Manage budgets and forecasts	FNS04 Financial Services
FNSICORG516B	Prepare financial reports to meet statutory requirements	FNS04 Financial Services
HLTFA301B	Apply first aid	HLT07 Health
RTC2012A	Plant trees and shrubs	RTF03 Amenity Horticulture
RTC2404A	Treat plant pests, diseases and disorders	RTF03 Amenity Horticulture
RTC3805A	Coordinate work site activities	RTF03 Amenity Horticulture
RTE2308A	Operate ride on vehicles	RTE03 Rural Production
RTE3601A	Install irrigation systems	RTE03 Rural Production
RTE3603A	Install drainage systems	RTE03 Rural Production
RTE3611A	Operate pressurised irrigation systems	RTE03 Rural Production
RTF2017A	Prune shrubs and small trees	RTF03 Amenity Horticulture
RTF3203A	Construct brick and/or block structures and features	RTF03 Amenity Horticulture
RTF3208A	Install metal structures and features	RTF03 Amenity Horticulture
SIRXHRM001A	Administer human resources policy	SIR07 Retail Services
SIRXHRM002A	Recruit and select personnel	SIR07 Retail Services
SIRXMGT003A	Lead and manage people	SIR07 Retail Services
SIRXOHS003A	Provide a safe working environment	SIR07 Retail Services
SITHFAB009A	Provide responsible service of alcohol	SIT07 Tourism Hospitality and Events
SITHFAB010A	Prepare and serve non-alcoholic beverages	SIT07 Tourism Hospitality and Events
SRXEMR001A	Respond to emergency situations	SRS03 Sport Industry
TAADEL301C	Provide training through instruction and demonstration of work skills	TAA04 Training and Assessment
TLIC107C	Drive vehicle	TLI07 Transport and Logistics
TLID1007C	Operate a forklift	TLI07 Transport and Logistics
TLIJ107C	Apply quality procedures	TLI07 Transport and Logistics
TLIR207C	Source goods/services and evaluate contractors	TLI07 Transport and Logistics
TLIR307C	Negotiate a contract	TLI07 Transport and Logistics

Summary mapping of SIF08 Training Package to WFS02 Training Package

Mapping of units of competency

Code	Relates to	Nature of Relationship
Funeral Services units of competency
SIFBCR001B	WFSBCR302A Coordinate burial site preparation and reinstatement	Updated and equivalent to WFSBCR302A Updated from SIFBCR001A to SIFBCR001B to include sustainability skills in the required knowledge and range statement sections
SIFBCR002A	WFSBCR201A Carry out the transfer of coffins and caskets	Updated and equivalent to WFSBCR201A
SIFBCR003A	WFSBCR306A Manufacture vault lids	Updated and equivalent to WFSBCR306A
SIFBCR004A	WFSBCR202A Carry out burials	Updated and equivalent to WFSBCR202A Title changed to Bury coffins and caskets
SIFBCR005B	WFSBCR307A Perform vault installation	Updated and equivalent to WFSBCR307A Title changed to Install burial vaults Updated from SIFBCR005A to SIFBCR005B to include sustainability skills in the required knowledge and range statement sections
SIFBCR006A	WFSBCR203A Carry out chapel operation procedures	Updated and equivalent to WFSBCR203A
SIFBCR007A	WFSBCR308A Prepare vaults or crypts for burials	Updated and equivalent to WFSBCR308A
SIFBCR008A	WFSBCR301A Schedule burials or cremations	Updated and equivalent to WFSBCR301A
SIFBCR009A	WFSBCR309A Reinstate vaults or crypts	Updated and equivalent to WFSBCR309A
SIFBCR010A	WFSBCR401A Oversee burials	Updated and equivalent to WFSBCR401A Title changed to Supervise burials
SIFBCR011A	WFSBCR303A Perform cremations	Updated and equivalent to WFSBCR303A Title changed to Cremate coffins and caskets
SIFBCR012A	WFSBCR402A Arrange and oversee viewings of cremations	Updated and equivalent to WFSBCR402A
SIFBCR013A	WFSBCR304A Coordinate the collection or memorialisation of cremated remains	Updated and equivalent to WFSBCR304A
SIFBCR014A	WFSBCR403A Oversee cremations	Updated and equivalent to WFSBCR403A Title changed to Supervise cremations
SIFBCR015A	WFSBCR305A Perform the memorialisation of cremated remains	Updated and equivalent to WFSBCR305A Title changed to Memorialise cremated remains.
SIFBCR016A	WFSBCR404A Supervise exhumations	Updated and equivalent to WFSBCR404A
SIFBCR017A	WFSBCR310A Perform grave probes WFSBCR311A Prepare for gravedigging	Unit incorporates outcomes of WFSBCR310A Based on but not equivalent to WFSBCR311A
SIFBCR018A	WFSBCR314A Backfill and make good graves	Updated and equivalent to WFSBCR314A
SIFBCR019A	WFSBCR405A Oversee burial works	Updated and equivalent to WFSBCR405A Title changed to Coordinate burial works
SIFBCR020A	WFSBCR312A Perform manual gravedigging WFSBCR316A Re-open a grave	Based on but not equivalent to WFSBCR312A Incorporates outcomes of WFSBCR316A Title changed to Dig a grave manually
SIFBCR021A	WFSBCR315A Perform a grave collapse consolidation	Updated and equivalent to WFSBCR315A
SIFBCR022A	WFSBCR406A Oversee monument installations	Updated and equivalent to WFSBCR406A Title changed to Coordinate monument installation
SIFBCR023A	WFSBCR313A Perform gravedigging using machinery WFSBCR316A Re-open a grave	Based on but not equivalent to WFSBCR313A Incorporates outcomes of WFSBCR316A Title changed to Dig a grave using machinery
SIFBCR024A	New unit
SIFBCR025A	WFSBCR317A Perform exhumations	Based on but not equivalent to WFSBCR317A Application expanded to include funeral directors Additional element 2: Lift and reposition or deepen human remains Title changed to Exhume a burial site
SIFBCR026A	New unit
SIFBGM001B	WFSBGM201A Provide general grounds care	Updated and equivalent to WFSBGM201A Updated to include sustainability skills in the required knowledge and range statement sections
SIFBGM002A	WFSBGM204A Carry out general maintenance activities	Updated and equivalent to WFSBGM204A Title changed to Maintain property and structures
SIFBGM003B	WFSBGM205A Clean and maintain public conveniences and amenities	Updated and equivalent to WFSBGM205A Updated from SIFBGM003A to SIFBGM003B to include sustainability skills in the required knowledge and range statement sections
SIFBGM004A	WFSBGM304A Carry out masonry work	Updated and equivalent to WFSBGM304A Title changed to Install basic masonry structures
SIFBGM005A	New unit
SIFBGM006A	WFSBGM401A Evaluate building and grounds maintenance and development needs	Updated and equivalent to WFSBGM401A
SIFBGM007A	WFSBGM402A Coordinate building and grounds maintenance and development	Updated and equivalent to WFSBGM402A
SIFBGM008A	WFSBGM203A Carry out signage construction	Updated and equivalent to WFSBGM203A Title changed to Construct signs
SIFCCS001B	WFSCCR101A Communicate appropriately with clients WFSCCR201A Provide service to customers	Incorporates outcomes of WFSCCR101A Based on but not equivalent to WFSCCR201A Updated from SIFCCS001A to SIFCCS001B to include sustainability skills in the required knowledge and range statement sections
SIFCCS002A	WFSCCR203A Prepare and present finger food	Updated and equivalent to WFSCCR203A
SIFCCS003A	WFSCCR302A Perform community liaison	Updated and equivalent to WFSCCR302A Title changed to Liaise with community
SIFCCS004A	WFSCCR303A Coordinate interaction with customers	Updated and equivalent to WFSCCR303A
SIFFNL001A	WFSFNL201A Carry out the transfer of a deceased person	Updated and equivalent to WFSFNL201A Title changed to Transfer deceased persons
SIFFNL002A	WFSFNL202A Assist with the conduct of a funeral WFSFNL203A Perform coffin/casket bearing	Based on but not equivalent to WFSFNL202A Incorporates outcomes of WFSFNL203A
SIFFNL003A	WFSFNL301A Perform general funeral arrangements WFSFNL401A Coordinate full funeral arrangements	Incorporates outcomes of WFSFNL301A Based on but not equivalent to WFSFNL401A
SIFFNL004A	WFSFNL402A Arrange and oversee viewings	Updated and equivalent to WFSFNL402A
SIFFNL005A	WFSFNL403A Arrange intrastate and interstate repatriations	Updated and equivalent to WFSFNL403A
SIFFNL006A	WFSFNL404A Arrange international repatriations	Updated and equivalent to WFSFNL404A
SIFFNL007A	WFSFNL204A Lead a funeral procession on foot WFSFNL405AConduct a funeral Conduct a funeral	Incorporates outcomes of WFSFNL204A Based on but not equivalent to WFSFNL405A
SIFFNL008B	WFSFNL406A Coordinate funeral operations	Updated and equivalent to WFSFNL406A Updated from SIFFNL008A to SIFFNL008B to include sustainability skills in the required knowledge and range statement sections
SIFFNL009A	WFSFNL407A Perform general funeral celebrancy	Based on but not equivalent to WFSFNL407A Perform general funeral celebrancy Additional element 2: Prepare ceremonial address Additional element 4: Review funeral ceremony Title changed to Plan and conduct a funeral ceremony
SIFGLC001A	WFSABO304A Maintain and care for historical records	Updated and equivalent to WFSABO304A
SIFGLC002A	WFSABO301A Perform goods control procedures	Updated and equivalent to WFSABO301A
SIFGLC003A	WFSABO303A Conduct internal quality audits	Updated and equivalent to WFSABO303A
SIFGLC004A	WFSABO401A Monitor contracted services and supplies	Updated and equivalent to WFSABO401A
SIFIND001B	WFSABO101A Process Funeral Services industry documentation WFSPCS101A Work effectively in the funeral services industry	Incorporates outcomes of WFSABO101A Based on but not equivalent to WFSPCS101A Updated from SIFIND001A to SIFIND001B to include sustainability skills in the required knowledge and range statement sections
SIFIND002A	WFSCCR102A Deal with grief and trauma	Updated and equivalent to WFSCCR102A
SIFIND003A	WFSPCS301A Participate in industry networks	Updated and equivalent to WFSPCS301A
SIFMGT001A	WFSPMG301A Coordinate a team	Updated and equivalent to WFSPMG301A
SIFMGT002A	WFSPMG302A Coordinate staff	Updated and equivalent to WFSPMG302A
SIFMGT003A	WFSPMG401A Supervise staff	Updated and equivalent to WFSPMG401A
SIFMPR001A	WFSCCR304A Implement marketing and promotional activities	Updated and equivalent to WFSCCR304A
SIFMPR002A	WFSCCR402A Prepare tours WFSCCR403A Conduct tours	Incorporates outcomes of WFSCCR402A Based on but not equivalent to WFSCCR403A
SIFMPR003A	WFSCCR404A Perform media liaison	Updated and equivalent to WFSCCR404A Title changed to Liaise with the media
SIFMPR004A	WFSCCR405A Develop marketing strategies and activities	Updated and equivalent to WFSCCR405A
SIFMWK001A	WFSMWK201A Encoffin the deceased person WFSMWK202A Perform engraving	Based on but not equivalent to WFSMWK201A Incorporates outcomes of WFSMWK202A
SIFMWK002A	WFSMWK203A Maintain linen supplies	Updated and equivalent to WFSMWK203A
SIFMWK003A	WFSMWK204A Clean reusable mortuary items and equipment WFSMWK205A Sterilise mortuary items and equipment	Incorporates outcomes of WFSMWK204A Based on but not equivalent to WFSMWK205A
SIFMWK004B	WFSMWK301A Perform mortuary procedures	Updated and equivalent to WFSMWK301A Updated from SIFMWK004A to SIFMWK004B to include sustainability skills in the required knowledge and range statement sections
SIFMWK005A	WFSMWK302A Prepare to perform body preparation	Updated and equivalent to WFSMWK302A
SIFMWK006A	WFSMWK303A Cleanse and disinfect deceased bodies	Updated and equivalent to WFSMWK303A
SIFMWK007A	WFSMWK304A Set facial features	Updated and equivalent to WFSMWK304A
SIFMWK008A	WFSMWK305A Perform minor body restoration work	Updated and equivalent to WFSMWK305A Title changed to Restore minor body damage
SIFMWK009A	WFSMWK306A Perform head treatment on autopsied cases	Updated and equivalent to WFSMWK306A Title changed to Restore head damage on autopsied cases
SIFMWK010A	WFSMWK307A Perform eye restoration and setting after eye donation	Updated and equivalent to WFSMWK307A Title changed to Restore and set eyes after eye donation
SIFMWK011A	WFSMWK308A Perform cosmetic body preparation	Updated and equivalent to WFSMWK308A Title changed to Dress bodies and apply cosmetics
SIFMWK012A	WFSMWK401A Oversee the operation of a mortuary	Updated and equivalent to WFSMWK401A Title changed to Supervise mortuary operations
SIFMWK013A	WFSMWK402A Perform pre-embalming case analyses	Updated and equivalent to WFSMWK402A Title changed to Determine embalming requirements
SIFMWK014A	WFSMWK403A Perform arterial embalming	Updated and equivalent to WFSMWK403A Title changed to Treat the arterial system
SIFMWK015A	WFSMWK404A Perform abdominal and cavity treatment	Updated and equivalent to WFSMWK404A Title changed to Treat abdominal and thoracic cavities
SIFMWK016A	WFSMWK405A Perform tissue gas treatment	Updated and equivalent to WFSMWK405A Title changed to Treat tissue gas
SIFMWK017A	New unit
SIFOHS001A	WFSPCS102A Carry out general OHS procedures WFSPCS103A Carry out gravedigging grounds and maintenance OHS procedures	Based on but not equivalent to WFSPCS102A Incorporates outcomes of WFSPCS103A Title changed to Follow OHS procedures
SIFOHS002A	WFSPCS201A Carry out infection and contamination control procedures	Updated and equivalent to WFSPCS201A Title changed to Follow infection and contamination control procedures
SIFOHS003A	WFSPCS203A Carry out mortuary OHS procedures WFSABO302A Store and handle hazardous goods and dangerous substances	Based on but not equivalent to WFSPCS203A Incorporates outcomes of WFSABO302A Title changed to Follow mortuary OHS procedures
SIFOHS004A	New unit
SIFOHS005A	WFSPCS302A Implement and monitor infection and contamination control practices	Updated and equivalent to WFSPCS302A
SIFOHS006A	WFSPCS303A Implement and monitor OHS procedures	Updated and equivalent to WFSPCS303A
SIFOHS007A	New unit
SIFOHS008A	New unit
SIFSLS001A	WFSCCR305A Provide funeral and burial sales services	Updated and equivalent to WFSCCR305A Title changed to Sell funeral and burial products and services
SIFSLS002A	WFSCCR306A Provide pre-need sales services	Updated and equivalent to WFSCCR306A Title changed to Sell pre-need funeral and burial products and services
SIFSLS003A	WFSCCR406A Lead a sales team	Updated and equivalent to WFSCCR406A
SIFTVM001A	WFSTVM202A Drive funeral vehicles	Updated and equivalent to WFSTVM202A
SIFTVM002A	WFSTVM203A Inspect and maintain vehicles and equipment	Updated and equivalent to WFSTVM203A
SIFTVM003A	WFSTVM301A Operate a backhoe, front-end loader or excavator	Updated and equivalent to WFSTVM301A
Imported units of competency
BCCPO3016B	BCC3012A Conduct dump truck operations	Replaces and is equivalent to BCC3012A
BCGCM1001B	Newly imported unit
BCGCM2007B	BCG2008A Use explosive power tools	Replaces and is equivalent to BCG2008A
BSBADM101A	BSBCMN105A Use business equipment and resources	Unit updated and equivalent to BSBCMN105A
BSBCMN207A	BSBCMN207A Prepare and process financial/ business documents	No change
BSBCUS501A	BSXFMI407A Manage quality customer service	Unit updated and equivalent to BSXFMI407A
BSBEBUS508A	Newly imported unit
BSBFIA301A	BSBCMN308A Maintain financial records	Unit updated and equivalent to BSBCMN308A
BSBFIM501A	Newly imported unit
BSBFLM506B	Newly imported unit
BSBFLM514A	Newly imported unit
BSBINM201A	BSBCMN206A Process and maintain workplace information	Unit updated and equivalent to BSBCMN206A
BSBINM202A	BSBCMN212A Handle mail	Unit updated and equivalent to BSBCMN212A - minor change
BSBITS401A	Newly imported unit
BSBITU202A	BSBCMN214A Create and use simple spreadsheets	Unit updated and equivalent to BSBCMN214A
BSBITU306A	BSBCMN306ADesign and produce business documents	Unit updated and equivalent to BSBCMN306A
BSBITU402A	BSBADM404ADevelop and use complex spreadsheets	Unit updated and equivalent to BSBADM404A
BSBLED401A	BSXFMI411A Contribute to the development of a workplace learning environment	Replaces and is equivalent to BSXFMI411A
BSBLED501A	Newly imported unit
BSBMGT402A	Newly imported unit
BSBMGT403A	TDTL1698A Implement and monitor quality improvement systems and processes	Newly imported unit Replaces TDTL1698A
BSBMGT503A	Newly imported unit
BSBMGT504A	Newly imported unit
BSBREL401A	Newly imported unit
BSBRKG301B	BSBRKG301A Control records	Unit updated and equivalent to BSBRKG301A - minor change
BSBRKG303B	BSBRKG303A Retrieve information from records	Replaces and is equivalent to BSBRKG303A - minor change
BSBRKG304B	BSBRKG304A Maintain business records	Replaces and is equivalent to BSBRKG304A - minor change
BSBRKG402B	BSBRKG402A Provide information from and about records	Replaces and is equivalent to BSBRKG402A - minor change
BSBRKG403B	BSBRKG403A Set up a business or records system for a small office	Replaces and is equivalent to BSBRKG403A - minor change
BSBSBM301A	BSBSBM301A Research business opportunities	No change
BSBSMB402A	BSBSBM402A Undertake financial planning	Unit updated and equivalent to BSBSBM402A
BSBSMB404A	BSBSBM404A Undertake business planning	Unit updated and equivalent to BSBSBM404A
BSBSMB405A	BSBSBM405A Monitor and manage business operations	Unit updated and equivalent to BSBSBM405A
BSBSMB406A	BSBSBM406A Manage finances	Unit updated and equivalent to BSBSBM406A
BSBWOR204A	BSBCMN205A Use business technology	Unit updated and equivalent to BSBCMN205A
FNSACCT503B	FNBACC03A Prepare budgets and forecasts	Replaces and is equivalent to FNBACC03A
FNSICORG516B	FNBFIN71A Prepare financial reports to meet statutory requirements	Replaces and is equivalent to FNBFIN71A
HLTFA301B	WFSPCS202A Provide first aid in the workplace	Replaces WFSPCS202A
RTC2012A	RUHHRT203A Plant trees and shrubs	Replaces and is equivalent to RUHHRT203A
RTC2404A	Newly imported unit
RTC3805A	RUHHRT325A Supervise work site activities	Replaces and is equivalent to RUHHRT325A
RTE2308A	WFSTVM204A Operate ride-on vehicles and trailed/mounted equipment	Replaces WFSTVM204A
RTE3601A	WFSBGM301A Install cemetery/crematoria irrigation systems	Replaces WFSBGM301A
RTE3603A	RUHHRT312A Install drainage systems	Replaces and is equivalent to RUHHRT312A
RTE3611A	RUHHRT315A Operate pressurised irrigation systems	Replaces and is equivalent to RUHHRT315A
RTF2017A	RUHHRT208A Prune shrubs and small trees	Replaces and is equivalent to RUHHRT208A
RTF3203A	WFSBGM302A Install brick or block structures and features	Replaces and is equivalent to WFSBGM302A
RTF3208A	RUHHRT345A Install metal structures and features	Replaces and is equivalent to RUHHRT345A
SIRXHRM001A	WRRPM1B Administer human resources policy	Replaces and is equivalent to WRRPM1B
SIRXHRM002A	WRRPM2B Recruit and select personnel	Replaces and is equivalent to WRRPM2B
SIRXMGT003A	Newly imported unit
SIRXOHS003A	WRRO3B Provide a safe working environment	Replaces and is equivalent to WRRO3B
SITHFAB009A	THHBFB09A Provide responsible service of alcohol	Replaces and is equivalent to THHBFB09A Clarification and strengthening of assessment requirement. Minor changes to meet current licensing requirements for all States and Territories.
SITHFAB010A	THHBFB10A Prepare and serve nonalcoholic beverages	Replaces and is equivalent to THHBFB10A Equipment requirements strengthened.
SRXEMR001A	SRXEME003A Respond to emergency situations	Replaces and is equivalent to SRXEME003A
TAADEL301C	BSZ404A Train small groups	Replaces and is equivalent to BSZ404A
TLIC107C	TDTC197A Drive vehicle	Replaces and is equivalent to TDTC197A
TLID1007C	MTMS40A Drive forklift	Replaces and is equivalent to MTMS40A
TLIJ107C	TDTJ197A Apply quality procedures	Replaces and is equivalent to TDTJ197A
TLIR207C	TDTR298A Source goods/services and evaluate contractors	Replaces and is equivalent to TDTR298A
TLIR307C	TDTQ898A Negotiate a contract	Replaces and is equivalent to TDTQ898A

Mapping of qualifications

Code	Relates to	Nature of Relationship
N/A	WFS10102 Certificate I in Funeral Services (Coffin and Casket Manufacture)	Deleted and no equivalent in SIF08
N/A	WFS10202 Certificate I in Funeral Services	Deleted and no equivalent in SIF08
N/A	WFS20102 Certificate II in Funeral Services (Coffin and Casket Manufacture)	Deleted and no equivalent in SIF08
SIF20108	WFS20202 Certificate II in Funeral Services (Funeral Operations)	Replaces and is equivalent to WFS20202
N/A	WFS20302 Certificate II in Funeral Services (Cemetery/Crematoria Operations)	Deleted and no equivalent in SIF08
N/A	WFS20402 Certificate II in Funeral Services (Grounds and Maintenance)	Deleted and no equivalent in SIF08
N/A	WFS30102 Certificate III in Funeral Services (Coffin and Casket Manufacture)	Deleted and no equivalent in SIF08
SIF30308	WFS30202 Certificate III in Funeral Services (Funeral Operations)	Replaces and is equivalent to WFS30202
SIF30108	WFS30302 Certificate III in Funeral Operations (Cemetery/Crematoria Operations)	Replaces and is equivalent to WFS30302
SIF30208	WFS30402 Certificate III in Funeral Operations (Gravedigging, Grounds and Maintenance)	Replaces and is equivalent to WFS30402
SIF40108	WFS40102 Certificate IV in Funeral Services	Replaces and is equivalent to WFS40102
SIF40208	WFS40202 Certificate IV in Funeral Services (Embalming)	Replaces and is equivalent to WFS40202
SIF50108	Diploma of Mortuary Management	No equivalent qualification

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Overview

Overview

Overview of Training Packages

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Training Framework?

The National Training Framework is made up of the nationally agreed quality arrangements for the vocational education and training sector, the Australian Quality Training Framework (AQTF), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off the job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2010.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF Essential Conditions and Standards for Continuing Registration - (2010) and AQTF Essential Conditions and Standards for Initial Registration - (2010). The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Where such materials have been quality assured through a process of 'noting' by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability <www.ntis.gov.au>

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example SIF08. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example SIF20108. Qualification codes are developed as follows:

the first three letters identify the Training Package;

the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

the next two numbers identify the position in the sequence of the qualification at that level; and

the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in SIFFNL002A;

the first three characters signify the Training Package – SIF – in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

the last character is always a letter and identifies the unit of competency version. An ‘A’ at the end of the code indicates that this is the original unit of competency. ‘B’, or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

this is followed by the words ‘in’ for Certificates I to IV, and ‘of’ for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

then, the industry descriptor, for example Telecommunications; and

then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems).

For example:

SIF30108 Certificate III in Cemetery and Crematorium Operations

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

SIFIND002A Deal with grief and trauma

Overview of SIF08 Funeral Services Training Package

Review of WFS02 Funeral Services Training Package

SIF08 Funeral Services Training Package represents review, redevelopment and rationalisation of WFS02 Funeral Services Training Package, initially endorsed in 2002.

SIF08 was funded by the Department of Education, Science and Training (DEST) and managed by the Service Industries Skills Council. The review was directed by a National Industry Reference Group and involved input from a diverse range of employers, employer bodies, employees, unions, public and private RTOs, state training authorities and key government regulators of the funeral services industry.

The review commenced in October 2005, with initial scoping and research into the industry and its use of the Training Package. A discussion paper was released in March 2006 and a position paper was then developed based on the feedback received from industry and other stakeholders. This position paper formed the basis for further consultation with stakeholders and the development of the reviewed Training Package. Validation has involved the dissemination of all content of the reviewed Training Package to ensure the enhanced product meets the needs of users and provides industry with quality training and assessment outcomes.

Changes within industry since 2001–02 and within the policy framework for the development of Training Packages have resulted in the following key changes.

Employability skills are now explicitly embedded in units of competency as the result of a major industry and DEST initiative.

Units of competency are now presented using the new DEST template designed to ensure consistency across all Training Packages. The new ‘Application’ statement at unit outset provides clear information about how the unit can apply to different contexts, locations and job roles; and who performs the function described by the unit and at what level. The ‘Critical Aspects’ statement in the unit evidence guide provides focused information on essential assessment evidence to be collected; while the ‘Context of and Specific Resources for Assessment’ statement details the required environmental location and resources.

Units of competency have been updated and enhanced to:

ensure that industry trends are fully covered

provide clearer advice on the scope and level of knowledge, and literacy and communication skills required

reflect industry’s requests to more clearly and explicitly outline assessment requirements in the evidence guide component.

A new coding system has been applied to all SIF08 units of competency and qualifications.

Some units of competency have been combined to better reflect real job role outcomes.

Qualifications have been rationalised and improved. Many qualifications also allow for specialisation to reflect the needs of traditional industry sectors and specialist job functions. Key actions taken to rationalise qualifications include:

deletion of Certificate I in Funeral Services

deletion of all three Coffin and Casket Manufacturing qualifications

deletion of Certificate II in Funeral Services (Cemetery/Crematoria Operations)

deletion of Certificate II in Funeral Services (Grounds and Maintenance).

Most qualifications have new titles to better identify the industry sector.

A new qualification, Diploma of Mortuary Management, has been included.

An Employability Skills Summary is provided for each qualification to provide holistic guidance to trainers and assessors and to assist employers to understand the generic skills delivered by the qualification.

Details of specific changes and a mapping between the previous Training Package and this version are outlined in the preliminary pages in this volume of the Training Package.

Components of the Training Package

SIF08 Funeral Services Training Package consists of three major components endorsed by the National Quality Council. The three components have been designed to establish the criteria and guidelines against which funeral services qualifications are awarded. All components have been developed through a consultative process with industry, in conjunction with other critical stakeholders.

Qualifications Framework

The Qualifications Framework sets out the requirements for attainment of qualifications in the funeral services industry. There are seven qualifications, ranging from Certificate II to Diploma. Details of the transition from qualifications in the WFS02 Funeral Services Training Package may be found in the preliminary information in this volume of the Training Package.

Assessment Guidelines

The Assessment Guidelines provide the framework for assessment of units of competency in SIF08 Funeral Services Training Package. They are designed to ensure that assessment activities are consistent with the AQTF 2010 and that assessment processes are valid, reliable, flexible and fair.

Competency Standards

The Competency Standards represent the skills and knowledge applied at work and identified by the industry as appropriate across the full range of funeral services industry workplaces. The Funeral Services Competency Standards comprise 153 units of competency:

92 funeral services units of competency, organised into the following competency fields:

BCR – Burials and Cremations

BGM – Building and Grounds Maintenance

CCS – Client and Customer Service

FNL – Funeral Operations

GLC – Governance and Legal Compliance

IND – Working in Industry

MGT – Management and Leadership

MPR – Marketing and Public Relations

MWK – Mortuary Work and Embalming

OHS – Occupational Health and Safety

SLS – Sales

TVM – Tools, Vehicles and Machinery.

61 units of competency imported from the following Training Packages:

1 unit from the BCC03 Civil Construction Training Package

2 units from the BCG03 General Construction Training Package

32 units from the BSB01 Business Services Training Package

2 units from the FNS04 Financial Services Training Package

1 unit from the HLT07 Health Training Package

4 units from the RTE03 Rural Production Training Package

6 units from the RTF03 Amenity Horticulture Training Package

4 units from the SIR07 Retail Services Training Package

1 unit from the SRS03 Sport Industry Training Package

1 unit from the TAA04 Training and Assessment Training Package

5 units from the TDT02 Transport and Distribution Training Package.

2 units from the SIT07 Tourism Hospitality and Events Training Package.

Overview of the funeral services industry

The funeral services industry is characterised by small businesses, with some medium businesses in the coffin and casket manufacturing sector of the industry. Over the past ten to fifteen years the industry has seen the entrance of conglomerate organisations and a greater number of women working in the funeral directing sector of the industry.

The industry offers a broad range of careers, such as coordinating and managing funerals, landscaping and horticultural roles in cemeteries and memorial gardens, embalming and mortuary work as well as accounting, business management and communication roles.

While the industry has a low labour turnover, the majority of employees enter at an older age than in many other industries. Employees in the sector tend to be characterised as experienced and mature, with the average age of employees tending to be above 35 years. This reflects the nature of the work undertaken and the importance placed on tact, empathy and sensitivity; these are seen as a consequence of age and life experience, suggesting that school leavers are not typically appropriate for the industry as they lack this life experience.

There is no formal pathway into the funeral industry; training has traditionally been on the job, except for specialised roles such as embalming or horticulture. Some companies offer in-house training in a range of skills, such as arranging funerals, dealing with grieving people, administration skills and machinery operation. Some new entrants perform roles similar to those in other industries, such as administration and management, but many others enter the industry in specific funeral services industry roles, such as embalming and cemetery/crematorium operations. This results in a need for significant retraining.

In addition to these training requirements, there is an ongoing need to provide training and skills recognition to existing employees. While there has traditionally been a high degree of support for in-house training, the industry increasingly recognises the value of formalised training to:

meet the challenges of increased competition from independent and conglomerate funeral businesses and the low cost funeral market; reflected in growing business integration and amalgamation which ties in with the ‘one service’ or ‘end to end’ integrated business approach

meet changing customer demands, including an increasing demand for cremations and for services tailored to specific cultural groups

continuously improve customer service provision

better utilise emerging technologies to improve business outcomes.

The industry is also characterised by an unpredictable demand for services, and this impacts on the availability of staff to undertake structured training. Data from the industry indicates that growth in the industry will be stable over the next five years.

Contacts

Service Skills Australia
(Service Industries Skills Council Ltd)
GPO Box 4194
SYDNEY NSW 2001
Level 10, 171 Clarence St
SYDNEY NSW 2000
Phone: 02 8243 1200
Fax: 02 8243 1299
Email: info@serviceskills.com.au
Web: www.serviceskills.com.au

Qualifications Framework

Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. The 2007 version of the AQF Implementation Handbook is expected to be available on the Australian Qualifications Framework Advisory Board (AQFAB) website <www.aqf.edu.au> during September 2007, and in print in October 2007 (obtain the hard copy by contacting AQFAB on phone 03 9639 1606 or email at aqfab@curriculum.edu.au).

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ...

Certificate II in ...

Certificate III in ...

Certificate IV in ...

Diploma of ...

Advanced Diploma of ...

Vocational Graduate Certificate of ...

Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010.

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate knowledge by recall in a narrow range of areas; demonstrate basic practical skills, such as the use of relevant tools; perform a sequence of routine tasks given clear direction receive and pass on messages/information.

Certificate II Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications 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. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate basic operational knowledge in a moderate range of areas; apply a defined range of skills; apply known solutions to a limited range of predictable problems; perform a range of tasks where choice between a limited range of options is required; assess and record information from varied sources; take limited responsibility for own outputs in work and learning.

Certificate III Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate some relevant theoretical knowledge apply a range of well-developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well-developed skills where some discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others.

Certificate IV Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others.

Diploma Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas analyse and plan approaches to technical problems or management requirements transfer and apply theoretical concepts and/or technical or creative skills to a range of situations evaluate information, using it to forecast for planning or research purposes take responsibility for own outputs in relation to broad quantity and quality parameters take some responsibility for the achievement of group outcomes.

Advanced Diploma Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of specialised knowledge with depth in some areas analyse, diagnose, design and execute judgements across a broad range of technical or management functions generate ideas through the analysis of information and concepts at an abstract level demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills demonstrate accountability for personal outputs within broad parameters demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts. Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts. Generate and evaluate ideas through the analysis of information and concepts at an abstract level. Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts. Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts. Further specialisation within a systematic and coherent body of knowledge. Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Qualifications and Packaging Rules

Australian apprenticeship pathways

The following qualifications have been identified by industry as suitable for an Australian apprenticeship pathway.

Code	Title
SIF20108	Certificate II in Funeral Operations
SIF30108	Certificate III in Cemetery and Crematorium Operations
SIF30208	Certificate III in Gravedigging, Grounds and Maintenance
SIF30308	Certificate III in Funeral Operations
SIF40108	Certificate IV in Funeral Services
SIF40208	Certificate IV in Embalming

VET in Schools pathways

In principle, the funeral services industry does not support the delivery of SIF08 Funeral Services Training Package qualifications within schools. This is primarily due to the need for employees in the sector to possess extensive life experience, emotional tenacity and maturity to carry out many of the job roles.

Qualification requirements

An RTO will award a qualification when the required number of units of competency, as determined by the packaging rules for the specific qualification, has been demonstrated. If a learner does not complete all of the units of competency required for a qualification he/she will receive a Statement of Attainment for the unit/s of competency completed.

Units of competency within each qualification have been categorised as either core or elective, with some qualifications also containing specialist streams units. The core units are essential to the qualification. Candidates must also choose the specified number of specialist stream and elective units required for each qualification.

Qualification code and title	Number of core units required	Number of specialist stream units required	Number of elective units required	Total number of units required
SIF20108 Certificate II in Funeral Operations	5	3	4	12
SIF30108 Certificate III in Cemetery and Crematorium Operations	4	1 or 2	8	13 or 14
SIF30208 Certificate III in Gravedigging, Grounds and Maintenance	7	7	5	19
SIF30308 Certificate III in Funeral Operations	5	1 or 2	7	13 or 14
SIF40108 Certificate IV in Funeral Services	7	1	6	14
SIF40208 Certificate IV in Embalming	17	0	3	20
SIF50108 Diploma of Mortuary Management	8	0	4	12

Skill Sets

Skill Sets

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording ‘these competencies meet [insert skill set title or identified industry area] need’ on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2007 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment—the updated version is expected to be available on the AQFAB website <www.aqf.edu.au> during September 2007 and in print in October 2007.

Skill sets in this Training Package

This section provides information on skill sets within this Training Package, with the following important disclaimer: Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements.

Safe Gravedigging Skill Set

Assessment Guidelines

Assessment Guidelines

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the AQTF Essential Conditions and Standards for Continuing Registration - (2010) (that supersedes AQTF 2007 Essential Standards for Registration), or the newly NQC endorsed set of AQTF Standards entitled AQTF Essential Conditions and Standards for Initial Registration - (2010) (devised for training organisations that are new to the training industry).These strengthened Essential Standards for existing RTOs ( and the introduction of new Standards for RTOs registering for the first time) subsequently strengthening the AQTF and ensuring that regulators have the necessary tools to protect the interests of all students undertaking Vocational Education and Training in Australia.

The changes to AQTF 2007 Essential Standards for Registration, and which are incorporated

In to AQTF Essential Conditions and Standards for Continuing Registration – (2010) , are as follows:

The Conditions of Registration have been moved to the front of the Standards to reinforce their importance

Conditions of Registration will be audited at initial registration. They will also be audited at each renewal of registration in accordance with risk management guidelines.

Consumer protection has been increased by strengthening the financial management requirements in the condition of registration. These changes will ensure all providers adopt sustainable business practices, reducing the risk of leaving students out of pocket.

Governance requirements have been strengthened to require senior officers and directors or substantial shareholders to satisfy fit and proper person requirements. Senior management will also have to demonstrate that decision making is informed by the experiences of its trainers and assessors.

All RTOs will have a student management database that has the capacity to provide the registering body with AVETMISS compliant data. Registering bodies will also become the repository for student records.

The Standards have been renamed to the AQTF Essential Conditions and Standards for Continuing Registration - (2010) to distinguish them from the new AQTF Essential Standards for Initial Registration - (2010).

The two new Standards (AQTF Essential Conditions and Standards for Continuing Registration - (2010) and AQTF Essential Standards for Initial Registration - (2010) will be collectively known (and referred to) as AQTF 2010.

Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF 2010 requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Skills Framework is the process of collecting evidence and making judgments about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Australian Quality Training Framework Assessment Requirements

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in either the AQTF Essential Conditions and Standards for Continuing Registration - (2010) ( that supersedes AQTF 2007 Essential Standards for Registration) or the newly NQC endorsed set of AQTF Standards entitled AQTF Essential Conditions and Standards for Initial Registration - ( 2010).

Based on the strengthened Standards for Continuing Registration, the new AQTF Essential Conditions and Standards for Initial Registration - (2010):

reflect all the changes to the Essential Standards for Continuing Registration

require new RTOs to advise regulators of their intended scope of operations (possibly in the form of a business plan) and

require potential RTOs to provide a financial audit report with their application for initial registration.

Both the AQTF Essential Conditions and Standards for Continuing Registration - (2010) and the AQTF Essential Conditions and Standards for Initial Registration - (2010) can be downloaded from <www.training.com.au >. The following points summarise assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the AQTF 2010. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 1; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 1 (for RTOs that are new to the training industry).

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 1, for assessor (and trainer) competency requirements; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 1 , for assessor (and trainer) competency requirements (for RTOs that are new to the training industry).

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 1 or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 1 (for RTOs that are new to the training industry).

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 1 or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 1 (for RTOs that are new to the training industry).

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010) , Condition of Registration 7 - Recognition of qualifications issued by other RTOs ; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Condition of Registration 7 - Recognition of qualifications issued by other RTOs (for RTOs that are new to the training industry).

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 2 ; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 2 (for RTOs that are new to the training industry).

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the Essential Standards for Registration. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010) , Standard 3; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 3 (for RTOs that are new to the training industry).

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF Essential Conditions and Standards for Continuing Registration - (2010), Standard 3; or AQTF Essential Conditions and Standards for Initial Registration - (2010), Standard 3 (for RTOs that are new to the training industry).

Issuing AQF Qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF 2010 and the AQF Implementation Handbook—available on the Australian Qualifications Framework Advisory Board (AQFAB) website <www.aqf.edu.au>.

Licensing/registration requirements

This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.

Licensing and registration requirements that apply to specific industries, and vocational education and training, vary between each State and Territory, and can regularly change. The developers of this Training Package consider that the licensing/registration requirements described in this section apply to RTOs, assessors or candidates with respect to this Training Package. While reasonable care has been taken in its preparation, the developers of this Training Package and the Department cannot guarantee that the list is definitive or accurate at the time of reading; the information in this section is provided in good faith on that basis.

Contact the relevant State or Territory Department(s) to check if the licensing/registration requirements described below still apply, and to check if there are any others with which you must comply. For further information contact www.serviceskills.com.au.

Requirements for assessors

In order to conduct assessment for statutory licensing or other industry registration requirements, assessors must meet the requirements outlined in the following chart, in addition to the AQTF requirements.

Licence/Registration	Jurisdiction	Requirements
Embalming of bodies – all embalming units within SIF08 Funeral Services Training Package.	NSW Department of Health	A public health regulation that relates to the disposal of bodies exists in NSW. This regulation includes a specific requirement which must be met by assessors of the embalming units. Those developing assessment strategies to support the embalming units must undertake consultation with the NSW Department of Health to determine current requirements.

Requirements for RTOs

Selected units of competency and qualifications in this Training Package provide the basis for a range of statutory licensing and industry registration arrangements. To satisfy these licensing and registration arrangements, RTOs must meet the additional requirements detailed in the following table.

Licence/Registration	Jurisdiction	Requirements
Embalming of bodies – all embalming units within SIF08 Funeral Services Training Package.	NSW Department of Health	Under a NSW public health regulation relating to the disposal of bodies, a person must not embalm a body unless that person has a certificate of proficiency of, or equivalent to, a Certificate IV standard issued by an institute approved by the Director-General of the NSW Department of Health. Those developing training and assessment strategies to support the embalming units must undertake consultation with the NSW Department of Health to determine current approval requirements.

Requirements for candidates

Individuals being assessed under statutory licensing and industry registration systems must comply with training and experience requirements additional to the minimum requirements identified in this Training Package.

The following additional requirement applies to the embalming of bodies:

Under a NSW public health regulation relating to the disposal of bodies, a person must not embalm a body unless that person has a certificate of proficiency of, or equivalent to, a Certificate IV standard issued by an institute approved by the Director-General of the NSW Department of Health. Candidates in NSW should seek advice from the NSW Department of Health for a current list of approved providers.

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

formal or informal education and training

experiences in the workplace

general life experience, and/or

any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package and the AQTF 2007.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Assessment-Only or Recognition of Prior Learning Pathway

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1).

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate's own work)

valid (directly related to the current version of the relevant endorsed unit of competency)

reliable (shows that the candidate consistently meets the endorsed unit of competency)

current (reflects the candidate's current capacity to perform the aspect of the work covered by the endorsed unit of competency), and

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios:

candidates enrolling in qualifications who want recognition for prior learning or current competencies

existing workers

individuals with overseas qualifications

recent migrants with established work histories

people returning to the workplace, and

people with disabilities or injuries requiring a change in career.

Combination of Pathways

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor requirements

This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF 2010 specifies mandatory competency requirements for assessors. Information - (as found in Standard 1, Element 1.4 from the AQTF Essential Conditions and Standards for Registration - (2010) follows:

"1.4	Training and assessment is delivered by trainers and assessors who:
a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and
b) have the relevant vocational competencies at least to the level being delivered or assessed, and
c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and d) continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence ."

Information - (as found in Standard 1, Element 1.4 from the AQTF Essential Conditions and Standards for Initial Registration - (2010) (for RTOs that are new to the training industry)

- is as follows:

"1.4 The organisation has a defined strategy, procedures and measures to ensure training and assessment services are conducted by trainers and assessors who:

a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and

b) have the relevant vocational competencies at least to the level being delivered or assessed, and

c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and

d) continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence ."

Funeral services industry requirements for AQTF compliance - vocational competence of assessors

In the Funeral services industry, in addition to holding the mandatory units of competency in assessment and the relevant vocational competencies they are assessing, assessors (or at least one person in the assessment team) conducting assessment must satisfy the following requirements:

Relevant industry experience in the field in which they are assessing. Relevant industrybased supervisory and/or management experience would be of benefit.

Comprehensive current knowledge of the industry and current industry practices and the job role against which performance is being assessed. This current knowledge may be developed and demonstrated through:

participation in relevant industry professional development activities

conduct of relevant industry projects and research activities

recent and relevant work experience in a commercial environment

involvement in professional industry networks and memberships

participation in assessment and/or training activities conducted in the workplace.

Alternative ways of meeting the requirement to use qualified assessors

OPTIONS	Assessors, technical experts and workplace supervisors
Single assessor An individual assessor conducts the assessment	A single assessor is required to: hold the necessary training and assessment competencies be deemed competent and, where possible, hold formal recognition in the specific units of competency and/or qualifications they are assessing demonstrate relevant industry experience in the field in which they are assessing demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is being assessed demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts.
Partnership or panel arrangement An assessor works with a technical expert/s to conduct the assessment	An assessor is required to: hold the necessary training and assessment competencies demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts communicate and liaise with the technical expert/s throughout the assessment process A technical expert is required to: be deemed competent and, where possible, hold formal recognition of competence in the specific units of competency and/or qualifications they are assessing demonstrate relevant industry experience in the field in which they are assessing demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is being assessed communicate and liaise with the assessor throughout the assessment process.

Designing assessment tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgments about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service <www.ntis.gov.au>. Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing assessment tools, assessors must ensure that they:

are benchmarked against the relevant unit or units of competency

are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2010

meet the assessment requirements expressed in Standard 1 of the AQTF 2010.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package and the unit of competency TAEASS502A Design and develop assessment tools. There is no set format or process for the design, production or development of assessment materials.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Assessment Requirements

Assessments must meet the criteria set out in the Essential Conditions and Standards for Continuing Registration - (2010).

Information - (as found in the mandatory assessment requirements from Standard 1 from the AQTF Essential Conditions and Standards for Continuing Registration – (2010)) - is as follows:

"1.5	Assessment, including Recognition of Prior Learning (RPL):
a) meets the requirements of the relevant Training Package or accredited course,
b) is conducted in accordance with the principles of assessment and the rules of evidence,
c) meets workplace and, where relevant, regulatory requirements, and d) is systematically validated."

Information - ( as found in the mandatory assessment requirements from Standard 1 from the AQTF Essential Conditions and Standards for Initial Registration - (2010) (for RTOs that are new to the training industry) - is as follows:

"1.5 The organisation has a defined strategy and procedures in place to ensure that assessment, including RPL:

a) will meet the requirements of the relevant Training Package or accredited course,
b) will be conducted in accordance with the principles of assessment and the rules of evidence,
c) will meet workplace and, where relevant, regulatory requirements, and d) is systematically validated."

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded and explicit within each unit of competency. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome

designing training and assessment to address Employability Skills requirements.

For more information on Employability Skills in Service Skills Australia Training Packages go to the Service Skills Australia website at <www.serviceskills.com.au>.

Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September 2007) for more information on reasonable adjustment, including examples of adjustments.

Assessment in the funeral services industry

To ensure valid and reliable assessment for the SIF08 Funeral Services Training Package units of competency, a range of requirements must be met. The following table is a summary of these requirements. Further detail for individual units of competency is available within the evidence guides of each unit.

Summary of assessment requirements
Context of and specific resources for assessment	The funeral services industry has determined specific assessment environments and the conditions, equipment and resources required for these environments. These are detailed in the ‘Context of and specific resources’ section in each unit of competency. While assessment of many of the units of competency in SIF08 Funeral Services Training Package can be undertaken in a simulated workplace environment, the industry strongly recommends that assessment is conducted in the workplace, wherever possible. In all cases, competency must be demonstrated in the appropriate assessment environment as specified in each unit of competency.
Simulated assessment environments and activities	The funeral services industry has long had a training culture where the emphasis is on knowledge and skills that can be demonstrated on-the-job in a real workplace environment. The industry strongly encourages practical assessment of skills and knowledge in the workplace and encourages on-the-job assessment, mentoring and coaching. However, assessment in the workplace is not always possible. It may also be the case that the assessment can, in fact, be conducted in the workplace environment but cannot happen on-the-job so that a simulated activity is undertaken, e.g. some gravedigging units. Wherever a simulated assessment is conducted it is vital that the assessment environment is as industry realistic as possible. It is essential that assessment is conducted using suitable resources and equipment and under industry-relevant conditions as close to a real work situation as possible. This involves: appropriate environments as specified in the ‘Context of and specific resources for assessment’ section within each unit of competency adequate, up-to-date equipment and technology that reflect current industry practices speed and timing for tasks typical for a commercial operation integration of multiple tasks and application of multiple competencies simultaneously dealing with multiple and varied clients and team members interruptions to work typical of the workplace. It would not be possible to design realistic simulations for some funeral services activities as the resource requirements would preclude this. These include mortuary work and embalming units of competency that are characterised by the requirement to deal with human remains.
Evidence required for demonstration of consistent performance	For valid and reliable assessment, evidence should generally be gathered through a range of methods, on multiple occasions and over a period of time to indicate consistent performance and ability to respond to different situations. This is particularly relevant when using direct observation as a method. Workplace managers, supervisors, mentors or coaches can work in partnership with any off-site assessor to ensure that evidence of consistent demonstration of competency is collected.
Involvement of the candidate	The individual being assessed needs to be part of the planning, conduct and review of the assessment process and needs to be aware that the collection of evidence is ongoing.
Assessment methods	All units identify assessment methods appropriate to the individual unit of competency. This may include observation of workplace tasks, written or oral questioning to assess knowledge, review of completed workplace documents and role-plays.
Assessing employability skills	Employability skills are integral to effective performance in the workplace. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in each unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.
Integrated assessment	Where appropriate, holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. This integrated approach to assessment brings together a number of units of competency that reflect actual workplace requirements, and involves designing integrated assessment activities to collect evidence for a number of units together. Some units include suggested units which can be grouped together for integrated assessment. However, all units that relate to a job function can be combined into an integrated assessment. Additionally, elements, performance criteria and employability skills should be drawn together in an integrated manner and appropriate assessment methodologies chosen. As a general principle the funeral services industry supports the integration of units of competency for both delivery and assessment, where practical, as this reflects real work practices. It is important that this integration of units is based on and supports the needs of individual businesses and job functions, not necessarily on the preferences of RTOs.
Prerequisite and corequisite requirements at unit of competency level	Prerequisite and co-requisite requirements at the unit of competency level have been kept to a minimum to minimise unnecessary barriers. However, where it is appropriate, holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Individual prerequisite and co-requisite requirements are specified within each unit of competency where they apply, and a summary of all prerequisite and corequisite requirements is included in the preliminary information section of this Training Package.

Assessment of imported units of competency

SIF08 Funeral Services Training Package includes a number of units of competency imported from other endorsed Training Packages. These units must be assessed in accordance with the relevant requirements from the parent Training Package.

For guidance on assessment of imported units of competency, check the Assessment Guidelines of the originating Training Package by referring to a hard copy, or accessing the National Training Information Service (NTIS) at www.ntis.gov.au.

Further sources of information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Service Industries Skills Council (Service Skills Australia)

Level 10, 171 Clarence Street

SYDNEY NSW 2001

GPO Box 4194

SYDNEY NSW 2001

Telephone: 02 8243 1200

Fax: 02 8243 1299

Email: info@serviceskills.com.au

Web: www.serviceskills.com.au

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A’Beckett Street Post Office

MELBOURNE VICTORIA 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia

Level 2, Building B, 192 Burwood Road

HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

AQF Implementation Handbook, fourth Edition. Australian Qualifications Framework Council, 2007, www.aqf.edu.au

Australian Quality Training Framework 2010 (AQTF 2010) - for information and resources go to <www.training.com.au >

AQTF Essential Conditions and Standards for Continuing Registration - (2010) and AQTF Essential Conditions and Standards for Initial Registration - (2010). Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF Users Guide to the Essential Conditions and Standards for Registration - (2010)

A Users’ Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF Users Guide to the Essential Conditions and Standards for Initial Registration - (2010)

This guide will help entities applying for registration as a registered training organisation (RTO) to interpret the AQTF Essential Conditions and Standards for Initial Registration – (2010).

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAE10 Training and Education Training Package. This is available from the Innovation and Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS).

National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.au

Training Package Development Handbook (DEEWR, March 2010). Can be downloaded from http://www.deewr.gov.au/Skills/Overview/Policy/TPDH/Pages/default.aspx

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.dest.gov.au. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

Training Package Assessment Materials Kit

Assessing Competencies in Higher Qualifications

Recognition Resource

Kit to Support Assessor Training

Candidates Kit: Guide to Assessment in New Apprenticeships

Assessment Approaches for Small Workplaces

Assessment Using Partnership Arrangements

Strategies for ensuring Consistency in Assessment

Networking for Assessors

Quality Assurance Guide for Assessment

An additional guide ‘Delivery and Assessment Strategies’ has been developed to complement these resources.

Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests - Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program - learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development Package, Department for Education and Children's Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE (now OTTE) Victoria.

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra.

Competency Standards

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisations (RTOs) may contextualise units of competency in this endorsed Training Package to reflect required local outcomes. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this Training Package must be within the bounds of the following advice:

RTOs must not remove or add to the number and content of elements and performance criteria.

RTOs can include specific industry terminology in the range statement.

Any amendments and additions to the range statement made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

RTOs may add detail to the evidence guide in areas such as the critical aspects of evidence or required resources and infrastructure—but only where these expand the breadth of the competency and do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment;

relationships with the assessment of any other units of competency;

suitable methodologies for conducting assessment including the potential for workplace simulation;

resource implications, for example access to particular equipment, infrastructure or situations;

how consistency in performance can be assessed over time, various contexts and with a range of evidence; and

the required underpinning knowledge and skills

Employability Skills in Units of Competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Unit Title	Give formal presentations and take part in meetings (Communication)
Unit Descriptor	This unit covers the skills and knowledge required to promote the use and implementation of innovative work practices to effect change. (Initiative and enterprise)
Element	Proactively resolve issues. (problem solving)
Performance Criteria	Information is organised in a format suitable for analysis and dissemination in accordance with organisational requirements. (Planning and organising)
Range Statement	Software applications may include email, internet, word processing, spreadsheet, database or accounting packages. (technology)
Required Skills and Knowledge	Modify activities depending on differing workplace contexts, risk situations and environments. (Learning) Work collaboratively with others during a fire emergency. (teamwork) Instructions, procedures and other information relevant the maintenance of vessel and port security. (Communication)
Evidence Guide	Evidence of having worked constructively with a wide range of community groups and stakeholders to solve problems and adapt or design new solutions to meet identified needs in crime prevention. In particular, evidence must be obtained on the ability to: assess response options to identified crime-prevention needs and determine the optimal action to be implemented in consultation with relevant others, design an initiative to address identified issues. (Initiative and enterprise).

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.

Funeral services units of competency

There are 92 funeral services units of competency, organised into the following competency fields:

BCR – Burials and Cremations

BGM – Building and Grounds Maintenance

CCS – Client and Customer Service

FNL – Funeral Operations

GLC – Governance and Legal Compliance

IND – Working in Industry

MGT – Management and Leadership

MPR –Marketing and Public Relations

MWK – Mortuary Work and Embalming

OHS – Occupational Health and Safety

SLS – Sales

TVM – Tools, Vehicles and Machinery.

These competency fields form the basis of the coding system applied to the funeral services units of competency.

Coding of funeral services units of competency

The following examples show how codes apply to units in SIF08 Funeral Services Training Package.

Unit code: SIFBCR003AUnit title: Manufacture vault lids

ISC identifier 2 alpha	Training Package identifier 1 alpha	Functional area/field 3 alpha	Number 3 numbers	Version identifier 1 alpha
SI	F	BCR	003	A
Service Industries	Funeral Services	Burials and Cremations	3rd in sequence	Version A

Unit code: SIFFNL009A

Unit title: Plan and conduct a funeral ceremony

ISC identifier 2 alpha	Training Package identifier 1 alpha	Functional area/field 3 alpha	Number 3 numbers	Version identifier 1 alpha
SI	F	FNL	009	A
Service Industries	Funeral Services	Funeral Operations	9th in sequence	Version A

Appendix: Suggested AQF packaging of Funeral Services units of competency

Appendix: Suggested AQF packaging of Funeral Services units of competency

Although individual units of competency are not aligned to the AQF, the following table provides advice on the appropriate packaging of Funeral Services units of competency when imported or used in AQF qualifications from other Training Packages.

Unit	Suggested AQF packaging
II	III	IV	Dip
SIFBCR001B	Coordinate burial site preparation and reinstatement	
SIFBCR002A	Transfer coffins and caskets		
SIFBCR003A	Manufacture vault lids	
SIFBCR004A	Bury coffins and caskets		
SIFBCR005B	Install burial vaults		
SIFBCR006A	Coordinate chapel operations			
SIFBCR007A	Prepare vaults or crypts for burials		
SIFBCR008A	Schedule burials or cremations		
SIFBCR009A	Reinstate vaults or crypts		
SIFBCR010A	Supervise burials	
SIFBCR011A	Cremate coffins and caskets	
SIFBCR012A	Arrange and oversee viewings of cremations	
SIFBCR013A	Coordinate the collection or memorialisation of cremated remains	
SIFBCR014A	Supervise cremations	
SIFBCR015A	Memorialise cremated remains	
SIFBCR016A	Supervise exhumations	
SIFBCR017A	Prepare for gravedigging	
SIFBCR018A	Backfill and make good graves	
SIFBCR019A	Coordinate burial works	
SIFBCR020A	Dig a grave manually	
SIFBCR021A	Consolidate collapsed graves	
SIFBCR022A	Coordinate monument installation	
SIFBCR023A	Dig a grave using machinery	
SIFBCR024A	Remove ledger and concrete lid	
SIFBCR025A	Exhume a burial site	
SIFBCR026A	Manage lift and reposition or deepen operations	
SIFBGM001B	Provide general grounds care	
SIFBGM002A	Maintain property and structures		
SIFBGM003B	Clean and maintain public conveniences and amenities	
SIFBGM004A	Install basic masonry structures	
SIFBGM005A	Place and finish concrete for cemetery or crematorium structures	
SIFBGM006A	Evaluate building and grounds maintenance and development needs	
SIFBGM007A	Coordinate building and grounds maintenance and development	
SIFBGM008A	Construct signs	
SIFCCS001B	Provide service to clients			
SIFCCS002A	Prepare and present finger food	
SIFCCS003A	Liaise with community		
SIFCCS004A	Coordinate interaction with clients	
SIFFNL001A	Transfer deceased persons	
SIFFNL002A	Assist with the conduct of a funeral	
SIFFNL003A	Arrange funerals		
SIFFNL004A	Arrange and oversee viewings		
SIFFNL005A	Arrange intrastate and interstate repatriations	
SIFFNL006A	Arrange international repatriations	
SIFFNL007A	Conduct a funeral		
SIFFNL008B	Coordinate funeral operations	
SIFFNL009A	Plan and conduct a funeral ceremony	
SIFGLC001A	Maintain and care for historical records		
SIFGLC002A	Control and order goods			
SIFGLC003A	Conduct internal quality audits			
SIFGLC004A	Monitor contracted services and supplies	
SIFIND001B	Work effectively in the funeral services industry			
SIFIND002A	Deal with grief and trauma			
SIFIND003A	Participate in industry networks		
SIFMGT001A	Coordinate a team		
SIFMGT002A	Coordinate staff	
SIFMGT003A	Supervise staff			
SIFMPR001A	Implement marketing and promotional activities	
SIFMPR002A	Prepare and conduct tours		
SIFMPR003A	Liaise with the media	
SIFMPR004A	Develop marketing strategies and activities	
SIFMWK001A	Encoffin the deceased person			
SIFMWK002A	Maintain linen supplies		
SIFMWK003A	Clean and sterilise mortuary items and equipment		
SIFMWK004B	Coordinate mortuary operations		
SIFMWK005A	Determine body preparation requirements		
SIFMWK006A	Cleanse and disinfect deceased bodies		
SIFMWK007A	Set facial features		
SIFMWK008A	Restore minor body damage		
SIFMWK009A	Restore head damage on autopsied cases		
SIFMWK010A	Restore and set eyes after eye donation		
SIFMWK011A	Dress bodies and apply cosmetics		
SIFMWK012A	Supervise mortuary operations	
SIFMWK013A	Determine embalming requirements	
SIFMWK014A	Treat the arterial system	
SIFMWK015A	Treat abdominal and thoracic cavities	
SIFMWK016A	Treat tissue gas	
SIFMWK017A	Design a mortuary	
SIFOHS001A	Follow OHS procedures		
SIFOHS002A	Follow infection and contamination control procedures			
SIFOHS003A	Follow mortuary OHS procedures			
SIFOHS004A	Work in confined spaces		
SIFOHS005A	Implement and monitor infection and contamination control practices		
SIFOHS006A	Implement and monitor OHS procedures	
SIFOHS007A	Identify hazards and assess risks in a cemetery or crematorium		
SIFOHS008A	Review and develop mortuary OHS policies and procedures	
SIFSLS001A	Sell funeral and burial products and services		
SIFSLS002A	Sell pre-need funeral and burial products and services	
SIFSLS003A	Lead a sales team	
SIFTVM001A	Drive funeral vehicles	
SIFTVM002A	Inspect and maintain vehicles and equipment		
SIFTVM003A	Operate a backhoe, front-end loader or excavator	