1. The document discusses the volume of learning, which refers to the notional duration of learning required to achieve the outcomes of a qualification. 2. It must fall within the range provided for the qualification type in the AQF and includes activities like training, practice, and assessment. 3. When developing a training and assessment strategy, RTOs must determine sufficient amounts of training, learning, and assessment based on factors like the training product, learner cohort, and mode of delivery.

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4. The Volume of Learning (VoL) Similar terms used for Duration
Volume of Learning
- Guiding Principles
Volume of Learning
- Range Indicators
Volume of Learning - Structure Applying - the Volume of Learning
By the end of this workshop you will be able to demonstrate basic
knowledge of:
Outcomes

5. Volume of learning is the range of hours for learners to
achieve the learning outcomes of a unit of competency or a
qualification having regard to the characteristics of the
learner and the mode of delivery.
It includes all learning and assessment activities required
for the achievement of the learning outcomes, such as:

6. direct contact
(training delivered in a teaching space and the workplace);

practical and structured work;
practice and consolidation of knowledge and skills;

7. compliance with relativity measures applied to units
‘range of training conditions’, ‘Learner characteristics’ ‘Mode of
Delivery’ & ‘volume of learning’ are a few of these measures.

independent study and reflection;
formative and summative assessment; and

8. There are four (4) similar terms used to describe the duration
of delivery of a training product:.
Volume of learning;
Amount of Training;
Nominal hours; and
Course Duration

9. Course duration is the number of days, months or years that
need to be set aside to undertake the course from enrolment
to completion.

10. Nominal hours is a term not used in the Australian
Qualifications Framework (AQF) or the Standards for
Registered Training Organisations (RTOs) 2015, nominal
hours relates to funding and may be different depending on
which state/territory you deliver

11. Amount of Training is a term used by ASQA in the Standards
for Registered Training Organisations (RTOs) 2015, it relates
to the structured learning
Amount of training is also referenced in the AQF as training
activities

12. Volume of Learning is defined in the AQF as identifying the
notional duration of all activities required for the achievement
of the learning outcomes specified for a particular AQF
qualification type.
It is expressed in equivalent full-time years.

13. As a Registered Training Organisation (RTO), an RTO is
required under the:
• ‘National Vocational Education and Training Regulator
Act 2011’ ; and the
• ‘VET Quality Framework’
to incorporate three (3) of the terms into the TAS and delivery
practice and ensure they are ‘delivery syncronised’:

14. Volume of Learning
NVETR Act 2011: (as amended 2015)
Subdivision B - Conditions of registration,
22 Condition - compliance with the VET Quality Framework
(2) An NVR registered training organisation must comply with the Australian
Qualifications Framework (AQF).

15. Amount of Training
RTOs are required to be fully compliant with all aspects of the AQF. This is
articulated largely through: Standard One (in regard to the amount of training
provided), Clause 1.2
The RTO determines the amount of training they provide to each learner with
regard to:
a. the existing skills, knowledge and the experience of the learner
b. the mode of delivery; and
c. where a full qualification is not being delivered, the number of units and/or
modules being delivered as a proportion of the full qualification.

16. Course duration - Standard 5, Clause 5.2
Prior to enrolment or the commencement of training and
assessment, whichever comes first, the RTO provides, in print or
through referral to an electronic copy, current and accurate
information that enables the learner to make informed decisions
about undertaking training with the RTO and at a minimum
includes the following content:
b. the training and assessment, and related educational and
support services the RTO will provide to the learner including
the: estimated duration

17. *Time-Frame
ASQA has now identified another area called ‘Time-frame’; this
needs to be embedded into the Training and Assessment Strategy
(TAS); and put into practice.
This has been known in the past as the ‘Delivery Sequence’, the
TAS needs to show week by week what unit or cluster of units are
being delivered, including the location, and mode of delivery for
each unit or cluster of units.
*A new term you may hear ASQA throw at you…

19. The volume of learning determined for a training product must
fall within the range provided in the descriptor for the
qualification type.
1.

20. The volume of learning includes all teaching, learning and
assessment activities that are required to be undertaken by
the student to achieve the learning outcomes.
2.

21. The volume of learning is a dimension of the complexity of the
training product type.
3.

22. The overall volume of learning describes how long a typical
learner who does not hold any of the competencies identified
in the relevant units of competency or modules would take to
develop all the required skills and knowledge.
4.

23. It is standard for the greater volume of learning to be allocated
to training products designed to:
5.

24. build on a training product from any lower level, or
require workplace, clinical or professional practice
build on a previous training product in a different vocation
regardless of the level of the previous training product;

25. If credit - such as through articulation arrangements
contributes to the volume of learning, the learning outcomes
for the qualification must be achievable despite the reduced
volume of learning.
6.

26. If a lesser volume of learning is allocated to a qualification, the
components (units of competency) of the program of learning
must be predominately or entirely at the level of the
qualification type.
7.

27. The teaching, learning and assessment activities are
measured in equivalent full time years.
The length of a full time year, used for educational
participation, is 1200 hours.
8.

29. 0.5
Year
1
Year
2
Years

30. The volume of learning range indicators is included as an
important part of the descriptor for each qualification type.
You can find the descriptor for each qualification type in the
‘AQF Second Edition January 2013, Handbook starting on
page 14.

31. To download the AQF handbook go to the AQF web page,
bottom right hand side
http://www.aqf.edu.au/

32. The volume of learning is expressed in equivalent full-time
years.
The accepted length of a full time year, used for educational
participation, is 1200 hours.
Full-time Year
Half a year Full-year
600 hours (0.5 year) 1200 hours (1 year)

34. A training product must fall within the range indicator
provided in the descriptor for the training product type.

37. The volume of learning allocated to a training product
comprises of three (3) measurable sections:
All three activities are required to be undertaken by the
student to achieve the learning outcomes.
Training
activities
Learning
activities
Assessment
activities

38. These activities must be ‘guided activities’:
Guided-Training activities
(Tell them, show them, do together)
Guided-Learning activities (Practice, Practice, Review)
(step by step instructions, examples, formative assessments)
Guided-Assessment activities
(step by step instructions, summative assessments)

39. Formulating the volume of learning measurable sections
(guided activities):
Amount of Training Amount of Learning Amount of Assessment
Training activities Learning activities Assessment activities
Total
Volume of Learning

42. The amount of training is a part of the overall ‘volume of
learning’ and relates to the formal activities that inform the
student.

43. When developing your Training and Assessment Strategy, you
must ensure the amount of training provided is sufficient.
The amount of training must enable a student to:
Meet the requirements of each training product, and
Gain the skills and knowledge of the training product

44. The amount of training allocated is determined by the
complexity of three (3) measurable sections:
The Training Product The Learner Cohort
The Mode of Delivery

45. The
Training Product
Complexity

46. Small amount of units Large number of units
 Range Indicators Shorter hours Longer hours
Training Product
Depth of Knowledge Depth & Breadth of Knowledge
Less Complex Skills Complex Skills
Applying less complex knowledge
& skills
Applying complex Knowledge &
skills
No industry licence/regulatory
requirements
Industry Licence/regulatory
requirements

47. The
Learner Cohort
Complexity

48. Existing Knowledge & Skills No Knowledge or Skills
 Range Indicators Shorter hours Longer hours
Learner Cohorts Characteristics
existing knowledge, skills, and experience
Currently working in industry Has not worked in industry
Meets the LL&N requirements not meet the LL&N requirements
Related qualifications No related qualifications

49. The
Mode of Delivery
Complexity

50. Face to face intensive Online/Distance/workbook
 Range Indicators Shorter hours Longer hours
Mode of Delivery
Full-time (4 - 5 days a week) Part-time (once a week or blocks)
RPL Trainee/Apprentice/Practicum
Low number of students High number of students
Resources available for each
student
Resources need to be shared

53. The amount of learning is part of the overall ‘volume of
learning’ and relates to the non-formal activities that provide
formative outcomes:

54. Amount of learning = Practice, Practice, Review
The amount of learning refers to the time period students have
to practice skills, absorb the knowledge, and consolidate the
knowledge and skills.

55. Knowledge and Skills need to be applied in a variety of
circumstances.
To ensure that the student can competently and safely
demonstrate the required level of performance prescribed by
the unit of competency consistently, over time, and in a range
of workplace conditions/settings.

56. When developing your Training and Assessment Strategy, you
must ensure the amount of learning provided is sufficient.
You must be able to demonstrate that the amount of learning
complies with the volume of learning to give students sufficient
opportunity to achieve the learning outcomes for the
qualification type, level and discipline.

57. The amount of learning is where you schedule formative
assessments.
Formative assessment refers to frequent, interactive
assessments of student progress and understanding to identify
learning needs and adjust teaching appropriately.

58. Formative assessment promotes the goals of lifelong learning,
including higher levels of student achievement, greater equity
of student outcomes, and improved learning to learn skills.
Formative assessment builds students’ “learning to learn” skills
by:

59. Placing emphasis on the process of teaching and
learning, and actively involving students in that process.
Building students’ skills for peer and self-assessment.
Helping students understand their own learning,
and develop appropriate strategies for “learning
to learn”.

62. The amount of assessment is part of the overall ‘volume of
learning’ and relates to formal activities that provide
summative outcomes:

63. When developing your Training and Assessment Strategy, you
must ensure the amount of assessment provided is sufficient.
The amount of Assessment must meet:
The expected range of employment situations
The training products frequency and volume
requirements

64. When developing your Training and Assessment Strategy, you
must ensure the amount of assessment provided is sufficient.
The amount of Assessment must meet:
The standard of performance required in the workplace

65. Assessment must cover all of the following four dimensions of
competency:
task skills –
the capacity to perform tasks to the required standard;
task management skills – the ability to plan and integrate
a number of different tasks to achieve a work outcome;

66. contingency management skills – the ability to respond
to irregularities, breakdowns and other unanticipated
occurrences;
job/role environment skills – the capacity to deal with
the responsibilities and expectations of the work
environment, including working with others

67. The Frequency and volume is now a requirement under the
new Training Package Standards 2016 for performance to be
demonstrated on more than one (1) occasion, it is intended
to drive the use of rigorous assessment practices.
Frequency and Volume

68. Frequency and Volume
Assessment decisions based on a single observation of
performance are not sufficient to make a valid or reliable
determination of competency.
*Check all documentation within your training package to
ensure you are meeting your training package requirements.

71. It is the responsibility of the RTO developing the training and
assessment to exercise professional judgment to ensure that
the training programs leading to certification has a sufficient
amount of training, learning and assessment activities
applied

72. The duration must be decided by the complexity of the
training products level criteria and type descriptor to
determine the depth and breadth of the learning outcomes of
a training product

73. 24001200 1800600

74. The duration of the delivery of the training product may vary
within the volume of learning range specified for the training
product.
How?

75. All students may be fast-tracked through the training product,
for example by:
offering three semesters per year,
longer study hours in the traditional two semester model,
intensive periods of study

76. Reducing the amount of training, learning and assessment
activities of the training product by:
Clustering units of competency allowing similar or complementary
content items to be delivered at the same time, or
Clustering units into combinations which have meaning and
purpose related to work functions/job management tasks
This could reduce duplication in content covered and reduce the
amount of training, learning and assessment to be provided.

77. The duration may be reduced for individual students if credit
towards the training product is given in the form of:
Recognition of prior learning (RPL), and/or
Credit transfer

79. 24001200 1800600
590 2490

80. Can the RTO deliver less hours or more hours as indicated by
the AQF Volume of learning range?
Yes you can!

81. RTO’s may offer a training product with less hours or more
hours than the specified volume of learning range, provided
that delivery arrangements:
Take into account the students’ likelihood of
successfully achieving the learning outcomes; and
Ensure that the integrity of the training product
outcomes is maintained.

82. Shorter durations can support the needs of very experienced
workers with 5 or more years workplace experience
‘You still need to take into account the students’ likelihood of
successfully achieving the training product outcomes’!
workers with 5 or more years workplace experience may still
require gap training or re-training of new processes etc. to
meet the training product standards

83. Longer durations supports students who may need:
Language, literacy and numeracy needs,
Reasonable adjustment needs
Cognitive, emotional or social ability needs

84. If the duration of delivery is less hours or more hours than the
volume of learning range indicators designated in the training
product type specification, providers must be able to provide
a pedagogical rationale to support the variation.

85. Unfortunately there are no calculating formulas that can be
used to establish the amount of hours for training, learning
and assessment activities.

86. What is required is a rational, evidence based, industry
educated explanation, as to what amount of commitment is
required of the learner, taking into consideration the existing
skills, knowledge and experience of the learner, the mode of
delivery, and amount of resources available for each student.