SIT50313 DIPLOMA OF HOSPITALITY

Management Stream
Course Handbook
Name: _________________________________________________________

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Purpose of the Course Handbook

This booklet provides you with the information you will need during your time studying at Imagine Education
Australia. Please make sure you have ongoing access to this book as you will need to refer to it throughout
your course.
It is important to know your rights as a student, and be familiar with the competencies to be attained for each
qualification you study.
A process of RPL (recognition of prior learning) and recognition can be applied to avoid duplication of
learning and training.
Appeals procedures exist for students who might disagree with competencies awarded.
Extra support can be obtained by contacting your trainer.
Trainer Name
Course Location
Contact Phone Numbers

13 Benowa Road Southport

Culture Kitchen - 56 Scarborough Street Southport
0755502900

Email
To ensure this Handbook meets our systems for quality service, consider providing feedback.

Imagine Education Australia

13 Benowa Road
Southport Qld 4215
Australia
Postal: PO Box 4931, Bundall
Queensland 4217, Australia
Phone: +61 7 5552 0900
Fax:
+61 7 5552 0999
Web:
www.imagineeducation.com

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Entry Requirements for Vocational Education and Training

Entry requirements are in place to make sure that students who gain entry to these courses have the skills and
abilities they require in order to successfully complete their studies.
Students need be 15 years old and are required to have reading, writing and comprehension skills equivalent
to Year 10 pass level to successfully complete Certificate level courses.
International students whose first language is not English will be tested prior to the commencement of
Vocational Education and Training Courses. Imagine Education Australia requires an IELTS 5.5 with no band
less than 5, or equivalent (as determined by Imagine Education Australia), or satisfactory completion of 6
weeks of General English at Upper Intermediate level.
Should you feel you may not possess these literacy skills or have completed a formal leaving certificate please
contact us to discuss support arrangements.
Enrolment and Admission Procedures
Access to vocational courses is open to all students who have successfully attained the prerequisite English
language level as determined by Imagine Education Australia and met any pre-requisites.
Courses will be offered if enrolment numbers are viable and human and physical resources are available.
The following will be provided to students at the beginning of each course:A course outline indicating units of work, units of competency, assessment requirements, materials, and
equipment required
A Student Handbook
RPL process and Complaints and Appeals processes will be discussed
The Code of Practice
Vocational outcomes and opportunities will be discussed
Credit transfers will be outlined
Work placement application form issued
A Student File and Profile and Training Plan for the duration of the course of study will be established
and maintained.

Program Outcomes and Benefits

Students will be provided with opportunities to achieve the following outcomes:
Link off job learning at college to on job training in the workplace.
Establish pathways to qualifications nationally recognised by industry, education and vocational
training authorities.
Students may apply for Recognition of Prior Learning (RPL) to determine on an individual basis, the
competencies obtained by a person through previous formal or informal training, work and/or life
experience.
Receive a Statement of Attainment or Certificate from Imagine Education Australia listing
competencies successfully achieved for each training program studied.
Receive assistance with English language study.

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Imagine Education Australia Code of Practice

Preamble: Imagine Education Australia (National Provider Number 31302) is a Registered Training
Organisation (RTO) and discharges its responsibilities for compliance with the Australian Quality Framework
and National Standards for Registered Training Organisations. This includes a commitment to recognise the
training qualifications issued by other Registered Training Organisations.
Imagine Education Australia is registered with ASQA to deliver a range of Vocational Education and Training
Programs.
The mission of the College as a Registered Training Organisation is to deliver quality training in accordance
with the National Training Packages. Imagine Education Australia reserves the right to amend the CODE OF
PRACTICE to suit the needs of the training organisation as required. All amendments will be in accordance
with legislation governing RTOs.

Access and Equity: All students will be recruited in an ethical and responsible manner and consistent
with the requirements of the National Training Package. Our Access and Equity Policy ensures that student
selection decisions comply with equal opportunity legislation. The students English Proficiency Level will be
tested prior to the commencement of Vocational Education and Training courses. Imagine Education Australia
requires an IELTS 5.5 with no band less than 5, or equivalent (as determined by Imagine Education Australia).
Appropriate, qualified staff will assess the extent to which the applicant is likely to achieve the stated
competency standards and outcomes of the course, based on their qualifications and experience.

Administration and Management: Imagine Education Australia has policies and management
strategies, which ensure sound financial and administrative practices. Management guarantees the
organisations sound financial position and safeguards trainee fees until used for training/assessment. Fee
payment procedures are outlined in the Letter of Offer at the time of application. Records are managed
securely and confidentially and are available on request. The College has adequate insurance policies.

Complaints and Appeals: Imagine Education is committed to ensuring that any person wishing to make
a complaint concerning its conduct as an RTO, whether a complaint, appeal or other matter, shall have access
to the complaints procedure.

Enrolment Procedure: Prior to enrolment, prospective students will receive a Letter of Offer which
contains information on Fees and Charges, Code of Practice, The Course Guide and Student Handbook are
available on the Imagine Education Australia website: www.imagineeducation.com.au. These contain
information on Entry requirements, the Induction and Orientation Procedure, Refund Policy, payment options
and unit details are included in these documents. In order to apply for enrolment students must return the
signed Letter of Offer. This process ensures that all fees and charges are known to students before enrolment.
Course content and assessment procedures are explained and vocational outcomes are outlined in the Course
Handbook and are covered during the Student Orientation procedure in the first session.

External Review: Imagine Education Australia participates in external monitoring and audit. This covers
annual AQTF Internal Audits, random quality audits, audit following complaint and audit for the purposes of reregistrations.

International Students: Imagine Education Australia will be bound to the Education Services for
Overseas Students (Registration of Providers Financial Regulations) Act 1991.

Legislative Requirements: Imagine Education Australia will meet all legislative requirements of State
and Federal government. In particular, Workplace Health and Safety, Workplace Relations, AntiDiscrimination, Privacy, Equal Opportunity and Vocational Placement standards will be met at all times.

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Marketing and Advertising: Imagine Education Australia markets our vocational education and training
products with integrity, accuracy and professionalism, avoiding vague and ambiguous statements. In the
provision of information, no false or misleading comparisons are drawn with any other training organisation or
training product.

Privacy: Imagine Education Australia is bound and committed to supporting the National Privacy Principles
(NPPs) as set out in the Privacy Amendment (Private Sector) Act 2001. We collect and hold personal
information from our employees, clients and students. Our main purpose for collecting such information is to
facilitate training and assessment, and for the purpose of issuing statements of attainment and qualification as
outlined in our scope. As an RTO, we are required to hold student training and employment details. The
confidentiality of the information we collect from you is protected under the Privacy Act. Such information will
be stored in our electronic system which is protected by security.

Quality Management Focus: Imagine Education Australia has a commitment to providing a quality
service and a focus on continuous improvement. We value feedback from trainees, staff and employers for
incorporation into future programmes. Feedback is recorded in our electronic management system.

Recognition: Imagine Education Australia recognises the assessment decisions of, and Statements of
Attainment and Qualifications issued by any other RTO. This procedure is detailed in the Staff and Student
Handbooks.

Recognition of Prior Learning (RPL)

Imagine Education Australia has a process and procedure for students wishing to be considered for the
Recognition of Prior Learning (RPL). The RPL process invites students who consider their level of knowledge
and skills to be of the same standard as required in their vocational course, to gain credit if they can produce
sufficient evidence. This procedure is detailed in the Staff Handbook and this course Handbook.

Refund Policy: The Imagine Education Australia Refund Policy is detailed in the Terms and Conditions of
the Letter of Offer.

Smoking Policy: Imagine Education Australia is a smoke free campus.

Student ID Cards: For identification purposes, all students of Imagine Education Australia will be
photographed during their first Orientation Induction lesson. A Student Identification Card will be issued in the
first week, and is to be carried at all times.

Student Services: We have sound management practices to ensure effective student service. In
particular we have student service standards to ensure timely issue of student assessment results and
qualifications. These will be appropriate to competence achieved and issued in accordance with national
guidelines. Our quality focus includes a Recognition of Prior Learning Policy, Recognition, a fair and
equitable Refund Policy, a Complaint and Appeal Policy, an Access and Equity Policy and student
welfare and guidance services. Where necessary, arrangements will be made for those students requiring
literacy and/or numeracy support programs. We will take every opportunity to ensure that this information is
disseminated, understood and valued by personnel and students.

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Suitability Card: The Commission for Children and Young People and Child Guardian Act 2000 requires
students enrolled in a course of study with a tertiary education provider (eg. University or registered training
provider), seeking to work with children under 18 years of age to obtain a blue card. Students who have to
work with children or young people as a part of their studies must be issued with a blue card before they begin
their placement. To further our commitment to supporting this all students will be required to hold a blue card
prior to entering a child care centre or school for training purposes such as excursions. Students enrolled in
Childrens Services Courses with Imagine Education Australia are required to apply for the Blue Card on
enrolment. According to the Commission for Children and Young People and Child Guardian, students are
considered volunteers and applications are processed without charge. The application form is issued on
enrolment.

Training and Assessment Standards: Imagine Education Australia has personnel with appropriate
qualifications and experience to deliver the training and facilitate the assessment relevant to the training
products offered. Assessment will meet the national Assessment Principles (including Recognition for Prior
Learning and Credit Transfer). Adequate facilities, equipment and training materials will be utilised to ensure
the learning environment is conducive to the success of students. Flexible learning and assessment
procedures are in place to address individual student needs. Units of competency can be repeated, re-sat or
revisited if unsuccessful at the first attempt.

Sanctions
Imagine Education Australia will honour all guarantees outlined in this Code of Practice. We understand that if
we do not meet the obligations of this Code or supporting regulatory requirements, we may have our
registration as a Registered Training Organisation withdrawn.

Legislation Requirements
Commonwealth, State/Territory Legislation and Regulatory Requirements
Commonwealth:
Disability Discrimination Act 1992
Anti-discrimination provisions are contained in a number of federal Acts, including the:
Racial Discrimination Act 1975;
Sex Discrimination Act 1984;
Disability Discrimination Act 1992;
Human Rights and Equal Opportunity Commission Act 1986
The Human Rights and Equal Opportunity Commission administers these acts. The importance of preventing
discrimination is also stressed in the principal objects of the Workplace Relations Act 1996 (Cth), which refers
to respecting and valuing the diversity of the workforce by helping to prevent and eliminate discrimination on
the basis of race, colour, sex, sexual preference, age, disability, marital status, family responsibilities,
pregnancy, religion, political opinion, national extraction or social origin.
Family Assistance (Administration) Act 1999
Schedules 5 & 6 of the A New Tax System (Family Assistance and Related Measures) Act 2000
Australian Childhood Immunisation Register (Health Insurance Commission)
Australian Childhood Immunisation Register (ACIR).The Register is administered by the Health Insurance
Commission (HIC) and commenced operating on 1 January 1996. All children from birth to six years registered
with Medicare are enrolled on the Register. Information about immunisation encounters is forwarded to the HIC
by recognised providers for inclusion in the register.
Privacy Act 1988
The Privacy Act 1988 is an Act to make provision to protect the privacy of individuals, and for related purposes.
The Federal Privacy Act contains eleven Information Privacy Principles. It also has ten National Privacy
Principles (NPPs).

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Child Care Benefit (Eligibility of Child Care Services for Approval & Continued Approval) Determination
2000
http://www.foodstandards.gov.au
Priority of Access Guidelines. These Commonwealth Acts are available at
http://www.education.gov.au/priority-allocating-places
Educational and Care Services National Legislation
The National Quality Framework (NQF) was established under an applied law system, comprised of
the Education and Care Services National Law and the Education. The NQF applies to most long day care,
family day care, outside school hours care and preschools (known as kindergarten in some jurisdictions) in
Australia from 1 January 2012.
Queensland:
Commission for Children and Young People and Child Guardian Act 2000
The object of this act is to establish the Commission for Children and Young People and Child Guardian to
promote and protect the rights, interests and wellbeing of children in Queensland.
Child Protection Act 1999
This act is to be administered under the principle that the welfare and best interests of a child are paramount.
These principles include that every child has the right to protection from harm, that families have the primary
responsibility for the up-bringing, and protection and development of their children, and that the preferred way
of ensuring the wellbeing of a child is through the support of their family.
Food Safety Act
http://www.foodstandards.gov.au
Food Standards Code and User Guides
The Food Standards Code - All of the standards and subsequent amendments in the Australia New Zealand
Food Standards Code (the Code) are available from the website in word or pdf format. Hard copies of the Food
Standards Code and User Guides can be purchased from Anstat Pty Ltd, phone 61 3 92781144 or on-line
http://www.saiglobal.com/Information/Legislation/Services/Food/
Workplace Health and Safety Act 1995
The Workplace Health and Safety Act 1995 provides a framework for managing health and safety risks in
Queensland workplaces. The objective of the Act is to prevent fatalities, injuries and illnesses caused by a
workplace, by workplace activities or by a specified high risk plant.
Industrial Relations Act 1999
The principal objective of the Industrial Relations Act 1999 is to provide a framework for industrial relations that
supports economic prosperity and social justice.
Anti-Discrimination Act 1991
The Anti-Discrimination Act 1991 aims to promote equality of opportunity for everyone by protecting them from
unfair discrimination in certain areas of activity, including education and training. The services developed by
RTOs, including their administrative practices and assessment processes, must take into account the principles
established by this legislation.
The Act prohibits discrimination on the basis of the following attributes: sex, relationships status, pregnancy,
parental status, breastfeeding, age, race, impairment, religious belief of religious activity, trade union activity,
lawful sexual activity, gender identity, sexuality, family responsibilities, association with, or relation to, a person
identified on the basis of any of the above attributes.
Workplace Harassment, Victimisation and Bullying (See above)
Health Rights Commission Act 1991
Building Fire and Safety Regulations 1991
Health (Drugs and Poisons) Regulations 1996 (Relevant sections only)
These Queensland Acts are available at: - https://www.legislation.qld.gov.au/OQPChome.htm

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Standards
The National Quality Standard
The National Quality Standard sets a new national benchmark for the quality of children's education and care
services. It will also give services and families a better understanding of a quality service. This enables families
to make informed decisions about the services providing education and care to their child. The National Quality
Standard is a key aspect of the National Quality Framework.
Relevant Building Standards
At Imagine Education, training and assessment staff will be provided with information about State and
Commonwealth legislation and regulations relating to training, the workplace and industry at staff induction.
Updates and changes will be addressed at weekly staff meetings, through memos and emails, and the impact
of these changes will be addressed.
Educational Access and Equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools are urged to
consider the most appropriate means of incorporating the following notions of equity.
Schools need to provide opportunities for all students to demonstrate what they know and what they can do. All
students, therefore, should have equitable access to educational programs and human and material resources.
Teachers should ensure that the particular needs of the following groups of students are met: female students;
male students; Aboriginal students; Torres Strait Islander students; students from non-English-speaking
backgrounds; students with disabilities; students with gifts and talents; geographically isolated students; and
students from low socioeconomic backgrounds.
The subject matter chosen should include, where appropriate, the contributions and experiences of all groups
of people. Learning contexts and community needs and aspirations should also be considered when selecting
subject matter. In choosing suitable learning experiences teachers should introduce and reinforce non-racist,
non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning experiences should
encourage the participation of students with disabilities and accommodate different learning styles.
It is desirable that the resource materials chosen recognise and value the contributions of both females and
males to society and include the social experiences of both sexes. Resource materials should also reflect the
cultural diversity within the community and draw from the experiences of the range of cultural groups in the
community.
Efforts should be made to identify, investigate and remove barriers to equal opportunity to demonstrate
achievement. This may involve being proactive in finding out about the best ways to meet the special needs, in
terms of learning and assessment, of particular students. The variety of assessment techniques in the work
program should allow students of all backgrounds to demonstrate their knowledge and skills in a subject in
relation to the criteria and standards stated in this syllabus. The syllabus criteria and standards should be
applied in the same way to all students.

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Expectations: Imagine Education Australia/The Student

The expectations of the program have been developed specifically for the implementation and conduct of
Vocational Education and Training programs offered by Imagine Education Australia. Imagine Education
Australia reserves the right to amend the expectations to suit the needs of the educational institution as
required.
Imagine Education Australia:
recognises the importance of students receiving a broad-based education, comprising both general and
vocational education and training;
is registered with the Department of Education and Training to provide the vocational education
components of the Training Packages;
has access to the facilities and resources required for the registered vocational education and training
programs;
has in place an assessment policy.
has a process in place that enables students to apply for Recognition of Prior Learning (RPL) for the
vocational education competencies; and
has a process for addressing any concerns a student may have and offers the students access to a range
of people who can provide him/her with advice and guidance about the vocational education program at
Imagine Education Australia, for example Teachers, Director of Studies, CEO Principal.
The Student Careers and Guidance Counsellor are available and will meet with all students who require
this service. A booking form is available at reception. Staff may also direct students.
The Student:
will make a serious commitment to his/her studies at Imagine Education Australia.
will make every effort to provide original work, and will refrain from copying the work of others. Plagiarism
can be avoided by using accurate referencing. Plagiarism is using more that 10% of a source.
will meet the expectations and demands of Imagine Education Australia in terms of participation, cooperation, punctuality, successful submission of work and high standards of behaviour and conduct as
outlined in the Imagine Educations Code of Conduct in the student Letter of Offer.
will participate in structured Vocational Placement (workplace learning) as arranged by Imagine Education
Australia, and will be responsible for contacting the Vocational Placement Centre (workplace) and the
Administration Officer at Imagine Education Australia to give notification of any late or non-attendance as
early as possible before the beginning of a shift.
will be dressed in an appropriate manner (no bikini tops or similar apparel or clothing with offensive
language written on it).

Clothing Requirements
Students taking part in the following courses are required to wear the following and adhere to the dress codes
required in each vocational course and vocational placement:
Automotive
Childrens Services
Hairdressing
Hospitality
Commercial Cookery
Fitness
Aged Care/Home and
Community Care

Safety Boots and overalls

Shirt with collar and sleeves, shoes with a back on them
Closed toed shoes and clothing as per Course Coordinator directions
Students will be presented in a neat and tidy manner, in standard chefs uniform
and safety boots
Sports Shoes, Athletic Attire and Towel
Please refer to the specific clothing requirements instructions listed in the
Practical Guide

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Delivery and Assessment/ Teaching Methodology

Flexible learning and assessment procedures are in place to address individual student needs.
Studies completed prior to enrolling in a VET course can be recognised through the RPL process.
Units of competency can be repeated, re-sat or revisited if not yet competent at the first attempt.
Students are invited to negotiate with their teacher if they believe certain types of evidence should be
collected to validate competency.
After commencement of a course, it is possible for students entering late, to undertake all units of
competency by completing additional studies.
Competencies can sometimes be assessed in the workplace when on work placement or in a casual
job.
Assessment results may be appealed by following the Appeals procedure.
Teaching Methodology
Teaching will be conducted in two distinct modes: Theory and Practical. However, these modes will be
interlaced with some theoretical information delivered during Practical sessions in order to provide students
with the required links between the underpinning knowledge and skills required to achieve competency in any
particular task. Also, during purely theoretical subjects activities such as role-plays may be conducted in order
that students apply knowledge and practical skills.
This course is based on the practical application of skills and knowledge needed and uses effective training
methodology in cases of individual or small group settings.
Whichever delivery mode is used, the emphasis is on practical based applications. With the support of learning
materials, the course is delivered through a range of modes, including:
Face to face facilitation
Independent learning
Group based workshops and discussions
Simulated sessions
Competency-based Assessment
Competency-based assessment is the process of collecting evidence and making judgments about whether or
not the student has the knowledge and skills to meet the performance criteria required in the workplace. For
example is the student able to use workplace equipment competently?
With this type of assessment the student will be given more than one opportunity to gain competency in
particular units of competency or learning outcomes. Students will be required to demonstrate their skill at least
three times in order to be deemed competent.
Assessment Items
Assessments contain a variety of assessment methods. These may include:
A) Activities
B) Research
C) Questions
D) Work samples
E) Case Studies
F) Practical
G) Role Play
H) Projects.
The assessment methods for each unit are outlined on the Training Plan and Training and Assessment
Strategy.

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Vocational Placement
Vocational Placement forms an essential part of competency based assessment and provides the student with
practical job skills and work experience.
An individualised Training Plan will be used to track course progress and Vocational Placement hours.
Vocational Placement hours are approved and will not exceed the limit of 240 hours per calendar year.
Before a student starts a vocational placement, the registered training organisation offering the student's
course must ensure that a vocational placement agreement in the approved form is signed by all parties for
insurance purposes. Forms are available from the Course Co-ordinator,
or at http://www.training.qld.gov.au/training-organisations/vocational-placement/forms.html
National Training Packages/Training Package Transition
The Imagine Education delivers quality training in accordance with the National Training Packages. A Training
Package is a set of nationally endorsed standards and qualifications used to recognise and assess the skills
and knowledge people need to perform effectively in the workplace. Training Packages are a key resource for
registered training organisations (RTOs) in the delivery of structured, accredited training.
Training Packages are developed by industry through national industry skills councils (ISCs) or by
enterprises to meet the identified training needs of specific industries or industry sectors. Training packages
are monitored and reviewed by industry through national industry skills councils to ensure they are current
and continue to meet the existing and emerging needs of industry.
Employability Skills
Employability Skills are skills that apply across a variety of jobs and life contexts. They are sometimes referred
to as key skills, core skills, life skills, essential skills, key competencies, necessary skills, and transferable
skills. Industry's preferred term is Employability Skills. Employability Skills are defined as "skills required not
only to gain employment, but also to progress within an enterprise so as to achieve one's potential and
contribute successfully to enterprise strategic directions".
There are eight Employability Skills and they have been integrated into each unit of your study:
communication
teamwork
problem solving
initiative and enterprise

planning and organizing

self-management
learning
technology

Certification
When a student has successfully completed all the requirements of the qualification and they have paid any
outstanding fees, they will be entitled to have the relevant certificate stating the completion of the qualification
within 12 working days. If the qualification is incomplete, then, only the units of competency or learning
outcomes that have been assessed as competent will be recorded. The student will receive a Statement of
Attainment which records successful units of competencies or learning outcomes.
Vocational Course Holiday Leave
Imagine Education vocational courses have been divided into 10 week study periods, and many include holiday
breaks. Please see the Course Study Planner for the number of weeks which have been registered for each
course and the dates the holidays are timetabled. These holidays have been embedded into your course

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Recognition of Prior Learning Policy and Procedure

Policy
Definition
RPL means getting credit for what a student knows - no matter where or how the student has learnt it - if the
students knowledge and skills are of the same standard as required in the vocational course.
RPL will allow a student to:
progress through the course at a faster rate where possible
do only new work (and not repeat the work in which the student is already competent)
have their knowledge and skill level formally recognised
What learning might count towards RPL?
Knowledge and skills learnt in:
other subjects
work experience or industry placement
a part-time job or unpaid work
In what parts of the course does RPL Apply?
RPL can only be granted for the vocational training competencies or learning outcomes in the course you are
studying. (These are the job-related knowledge and skill areas of the course.)
Each vocational training program has a number of learning outcomes or units of competency. A student can
apply for RPL in either an entire training program or in individual learning outcomes.
To apply for RPL:
A student is required to complete the RPL Application Form in detail (and attach all relevant evidence)
The student will be required to attend an interview, or to do a practical task, or to provide more information.
How Does RPL Assessment Work?
An assessor (usually the course trainer) will look through your application. The assessor will look at the
evidence that has been provided in the application (and perhaps in an interview) to decide on the outcome of
the application. If the trainer does not have sufficient evidence to grant RPL, the student may be asked to do a
practical test.
After the RPL assessment is finished the student will be notified of the result in writing, i.e:
successful
partially successful
unsuccessful
If the student disagrees with the outcome, the student may appeal.
The evidence the student may gather for your application might include:
products and/or records of your work
a personal report
a referee's report
A single piece of evidence may be relevant to one or more of the learning outcomes or competencies.

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Procedure
The following will be followed for RPL applications:
1
2

3
4
5
6
7

8
9
10
11

12
13
14

15

16

The trainer will provide the student information about RPL.

The trainer will provide the student with the relevant learning outcomes or competencies
for the training programs as listed in the course Study Guide provided to students at
Orientation for the student to read.
The student will assess their abilities/competencies, with guidance from the trainer in the learning
outcomes or competencies in the training programs.
The student is to decide if they think they possess the knowledge and skills of the learning outcome
or competencies in the training programs and if so, they should apply for RPL.
The student is to complete an RPL Application Form.
The student is to gather evidence that supports their application as listed in the RPL application.
The student is to give the completed RPL Application Form and evidence to their trainer. The
Trainer will conduct a full RPL assessment through observation on the job and assessing
documentation supplied
The student will receive notification from the trainer to show either that the student has gained RPL
for full or partial units of the course
(If the student is successful) be exempt from those learning outcomes or competencies in the
training programs.
The trainer will ensure the training plan is signed off.
(If the student was partially successful) the student may decide to progress more quickly through
the training program by completing only those aspects for which the student does not have prior
learning. This completes the RPL process for the students application.
(If the student was unsuccessful) the student may decide to request an RPL Appeals Form.
The student may gather further evidence that supports your application.
The student will submit the completed RPL Appeals Form and further evidence to the nominated
person in the Colleges complaint policy, who will arrange for a second suitably qualified person to
assess the evidence.
Receive a notification about whether either :i) the student has gained RPL (go to 10) or
ii) the student has not gained full/partial RPL and receive feedback (go to 16).
Seek to progress more quickly through the training program by completing only those aspects for
which you do not have prior learning.

Our Application for Recognition Form and RPL Appeals Form are available from our website:
www.imagineeducation.com.au

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Direct Credit Transfer Policy:

Policy
Imagine Education Australia will recognise all qualifications issued by any other RTO.
Students can apply for Credit and or Direct Credit Transfer from another RTO by submitting their Statement of
Attainment and an Imagine Education Australia Credit Application form.
The Application for Recognition Form is available from our website:
www.imagineeducation..com.au

Student Records
During this course of study your teacher will update your results in the record data base and training plan. The
Student Practical Record Book is your responsibility. If you undertake Vocational Placement in your industry
area you will participate in an induction procedure and interview. Your Student Practical Record Book can be
used to document activities in the workplace. During your course you will be asked to evaluate your studies.
On leaving a VET course you will be required to make a copy of your Student Practical Record Book if you
wish to have a copy. A Record of results or Qualification for the units of competency you complete will be
available for collection from the student services desk 12 working days after the trainer has completed marking
the last assessment. If you lose or misplace your certificates you can contact the Imagine Education for
another copy. A fee will be applicable.

Timetable
The timetable is available on the Imagine Education website. For day classes attendance is taken at
9:30 am. If you are not in class at these times then you will be marked absent. The door will be
closed at 9:30 am and you are not able to join the class until the first break period at 10:30 am.
Please note that attendance is expected for all teaching, research and review weeks. Holidays are the
only time that you are not required. Whilst attendance is not compulsory for this course, the Department
of Immigration and Border Protection can ask for a record of your attendance at any stage (international
students only).
User choice students: A term timetable will be issued to you advising of designated training sessions.
Attendance will be recorded in the training plan.
External Students: There are no requirements for class attendance. Please email your trainer if you
require assistance.

Access to Personal Information

Information is recorded during many of the operations associated with the lmagine Educations management
system. This information provides evidence of the performance of the activities carried out. This evidence is not
only important because it provides an historical record but it may also assist in detecting trends so that
preventative action can be taken.
A full list of records is indicated in the Records Database. The fields in the Database illustrate the controls in
place. All electronic records are backed up according to the Control Data Procedure.
Access to students records is limited by password. A student can have access to their records only if they
have received written permission from the CEO who will have clarified the identity of the student prior to
preparing the written permission. Except as required under the AQTF or legislation, students records will only
be made available to third parties if written permission is obtained from the student.
All confidential information is filed with access limited to the discretion of the CEO. This information may have
come from industry committees, other RTOs or organisations acting on Imagine Education's behalf.

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Destination Studies
After you leave Imagine Education Australia, you may be contacted and asked to provide information on how
your VET studies may have helped you gain work or further study. This information is kept confidential and is
used to plan programs for VET students in the future. You are not compelled to provide information, but if you
do so, you will be helping us to improve our services for future students.

New Apprenticeships
Imagine Education Australia does have a User Choice Contract and can support the training requirements of
School-based Apprenticeships or New Apprenticeships.

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DEEWR DIAC Course Progress Policy

Policy:
During the induction and orientation, students are informed of the student visa condition relating to course
progress. They are also informed that Imagine Education uses the DIBP Course Progress Policy and
Procedures for CRICOS Providers of VET Courses. Students are also advised that whilst we do not monitor
attendance, Imagine Education still record attendance for VET students and attendance is encouraged for all
classes. Students are also advised that DIBP may request attendance details at anytime for a student.
1.1

Imagine Education Australia will monitor, record and assess the course progress of each student for the
course in which the student is currently enrolled.

1.2

Imagine Education Australia must assess each students progress at the end of each compulsory study
period. Imagine Education Australia defines a study period as being 10 weeks.

1.3

Unsatisfactory progress is defined as not successfully completing or demonstrating competency in at

least 50% of the course requirements in that study period.
Imagine Education Australia will define course requirements for each study period and will identify when
a student has not demonstrated competency in 50% or more of the course requirements.
The course requirements for each study period will also be made clear to the student at the start of the
course during orientation.

1.4

Imagine Education Australia has an intervention strategy for any student who is not making satisfactory
course progress. It is made available to staff and students and specifies:
i.
ii.
iii.

1.5

The intervention strategy includes provisions for:

i.
ii.

iii.

1.6

procedures for contacting and counselling students;

strategies to assist identified students to achieve satisfactory course progress; and
the process by which the intervention strategy is activated.

where appropriate, advising students on the suitability of the course in which they are enrolled;
assisting students by advising of opportunities for the students to be reassessed for tasks in units
to demonstrate the necessary competency in areas in which they had not been previously able to
demonstrate competency; and
advising students that unsatisfactory course progress in two consecutive study periods for a
course could lead to the student being reported to DIBP.

At the end of each compulsory study period, students are assessed against the course progress policy. If
a student is identified for the first time as not making satisfactory course progress, the intervention
strategy as outlined in 1.4 is implemented. The intervention strategy must be activated within the first
four weeks of the following study period.
However, if a provider identifies that a student is at risk of making unsatisfactory course progress before
the end of the study period, the provider is encouraged to implement its intervention strategy as early as
practicable.

1.7

If a student is identified as not making satisfactory course progress in a second consecutive

compulsory study period in a course Imagine Education Australia will notify the student of its intention
to report the student to DIBP for unsatisfactory progress. The provider does this through the written
notice described in 1.8.

1.8

The written notice (of intention to report the student for unsatisfactory progress) informs the student that
he or she is able to access the registered providers complaints and appeals process under Standard 8
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and that the student has 20 working days in which to do so. A student may appeal on the following
grounds:
i.
ii.
iii.

1.9

providers failure to record or calculate a students marks accurately,

compassionate or compelling circumstances, or
provider has not implemented its intervention strategy and other policies according to its
documented policies and procedures that have been made available to the student.

Where the students appeal is successful, the outcomes may vary according to the findings of the
appeals process.
i.

ii.

If the appeal shows that there was an error in calculation, and the student actually made
satisfactory course progress (successfully completed more than 50% of the course requirements
for that study period), the provider does not report the student, and there is no requirement for
intervention.
If the appeals process shows that the student has not made satisfactory progress, but there are
compassionate or compelling reasons for the lack of progress, ongoing support must be provided
to the student through the providers intervention strategy, and the provider does not report the
student

1.10 Where:
i.
ii.
iii.

the student has chosen not to access the complaints and appeals processes within the 20
working day period,
the student withdraws from the process, or
the process is completed and results in a decision supporting the registered provider (ie. the
students appeal was unsuccessful) the Imagine Education Australia will notify the Secretary of
DIBP through PRISMS as soon as practicable of the student not achieving satisfactory course
progress.

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The Intervention Strategy

Imagine Education Australia will assist students who are at risk of not making satisfactory
course progress in accordance with this intervention strategy. Imagine Education Australia
need to ensure that they follow their intervention strategy as failure to do so may provide a
student with grounds for a successful appeal. Failure to implement the intervention strategy
may also constitute a breach of the National Code 2007.

Imagine Education Australia will make students aware of opportunities and services to assist
them if they are identified as at risk of not making satisfactory course progress by providing in
writing by email.

Strategies to assist identified students to achieve satisfactory course progress:

Possible intervention strategies include:
promoting regular attendance at lectures
Additional access to library resources and lecturer through review weeks
the submission of assessment
Where appropriate, students will be advised on the suitability of the course in which they
enrolled.
Staff will assist students by advising them of opportunities for reassessment of the task in units in
which they had not been previously able to demonstrate competency.
Extension of course duration as per Imagine Education Australia Intervention Extension Policy.
Imagine Education Australia will save each written notice to students in their academic file.
The written notice of intention to report a student for unsatisfactory progress
Imagine Education Australia will provide written notice to report a student for unsatisfactory
progress.
Reporting students for unsatisfactory progress
Reporting a student for unsatisfactory course progress occurs only when the student has been
identified as not making satisfactory course progress in two consecutive compulsory study
periods, and the student has not made a successful appeal against this assessment.
Course progress in a non-compulsory study period is to be disregarded when considering
whether there has been unsatisfactory progress in two consecutive compulsory study periods.
If a student is identified for a second, but not consecutive, study period as not making
satisfactory course progress, the provider does not report the student for unsatisfactory course
progress.
When a student is reported for unsatisfactory course progress DIBP will consider all the
information available and if they decide to consider cancellation, DIBP will send a Notice of
Intention to Consider Cancellation (NOICC) prior to a decision being made to cancel the
students visa. Students will be given an opportunity to respond to the NOICC and explain their
situation.
Section 19(2) of the ESOS Act 2000 requires Imagine Education Australia to report the student
for unsatisfactory course progress as soon as practicable after the breach occurs. Good
practice would be to report the student through PRISMS within 5 days of finalising the decision to
report (ie. within 5 days of 3.9 i., ii., or iii. occurring).

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Compassionate or compelling circumstances

Compassionate or compelling circumstances are generally those beyond the control of the
student and they have an impact on the students capacity and/or ability to progress through a
course. These could include:
o
serious illness or injury, where a medical certificate states that the student was unable to
attend classes
o
bereavement of close family members such as parents or grandparents (where possible
a death certificate should be provided)
o
major political upheaval or natural disaster in the home country requiring their emergency
travel and this has impacted on their studies
o
a traumatic experience which could include but is not limited to:
involvement in or witnessing of an accident or
a crime committed against the student or
the student has been a witness to a crime and this has impacted on the
student (these cases should be supported by police or psychologists reports).
Please note that the above are only some of examples of what may be considered compassionate or
compelling circumstances. Imagine Education Australia will use our professional judgment and to
assess each case on its individual merits. When determining whether compassionate or compelling
circumstances exist, Imagine Education Australia will consider documentary evidence provided to
support the claim. Imagine Education Australia will keep copies of these documents, together with a
record of why the decision was made, in the students file.

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Course Outline:
Course Name: SIT50313 Diploma of Hospitality
Unit Code: BSBMGT515A
Unit Name: Manage operational plan
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to develop and monitor
implementation of the operational plan to provide efficient and effective workplace practices within the
organisation's productivity and profitability plans.
Management at a strategic level requires systems and procedures to be developed and implemented to
facilitate the organisation's operational plan.
Unit Code: SITXMGT401
Unit Name: Monitor work operations
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to oversee and monitor the
quality of day-to-day work. It requires the ability to communicate effectively with team members, plan and
organise operational functions and solve problems.
Unit Code: SITXFIN501
Unit Name: Prepare and monitor budgets
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to analyse financial and other
business information to prepare and monitor budgets. It requires the ability to draft and negotiate budgets,
identify deviations and manage the delivery of successful budgetary performance.
Unit Code: SITXFIN402
Unit Name: Manage finances within a budget
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to take responsibility for budget
management where others may have developed the budget. It requires the ability to interpret budgetary
requirements, allocate resources, monitor actual income and expenditure and report on budgetary deviations.
The skills and knowledge for budget development are found in unit SITXFIN501 Prepare and monitor
budgets.
Unit Code: SITXFIN401
Unit Name: Interpret financial information
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to interpret financial
information and reports used by organisations to monitor business performance and provide information on
operational or departmental financial activities.
Unit Code: SITXCCS401

Unit Name: Enhance the customer service

experience

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to provide professional and
personalised customer service experiences. It requires the ability to determine and meet customer
preferences, develop customer relationships, respond to difficult service situations and take responsibility for
resolving complaints
Unit Code: SITXCCS501
Unit Name: Manage quality customer service
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to develop, monitor and adjust
customer service practices. It requires the ability to consult with colleagues and customers, develop policies
and procedures for quality service provision and manage the delivery of customer service.

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Unit Code: SITXMPR502

Unit Name: Develop and implement marketing

strategies

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to analyse internal and external
business environments and to develop and evaluate marketing strategies and plans for products and
services.
Unit Code: SITXHRM401
Unit Name: Roster staff
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to develop, administer and
communicate staff rosters. It requires the ability to plan rosters according to industrial provisions, operational
efficiency requirements and within wage budgets.
Unit Code: SITXHRM501
Unit Name: Recruit, select and induct staff
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to coordinate the recruitment,
selection and induction of new staff members within the framework of existing human resource policies and
procedures. It requires the ability to identify recruitment needs, develop selection criteria, process and
evaluate applications, select people according to their attitude, aptitude and fit to the service industries and
coordinate induction programs.
Unit Code: SITXHRM402
Unit Name: Lead and manage people
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to lead and manage people
and teams and support and encourage their commitment to the organisation. It requires the ability to lead by
example and manage team performance through effective leadership.
Unit Code: SITXMGT501

Unit Name: Establish and conduct business

relationships

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to establish and manage
positive business relationships. It requires the ability to use high-level communication and relationship
building skills to conduct formal negotiations and make commercially significant business-to-business
agreements.
Unit Code: SITXGLC501

Unit Name: Research and comply with regulatory

requirements

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to comply with laws and
licensing requirements for specific business operations. It requires the ability to access and interpret
regulatory information, determine scope of compliance, develop, implement and continuously review and
update policies and practices for business compliance.
Unit Code: SITXCOM401
Unit Name: Manage conflict
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to resolve complex or
escalated complaints and disputes with internal and external customers and colleagues. It requires the ability
to use effective conflict resolution techniques and communication skills to manage conflict and develop
solutions. It does not cover formal negotiation, counselling or mediation.

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Unit Code: BSBDIV501A

Unit Name: Manage diversity in the workplace
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to manage diversity in the
workplace. It covers implementing the organisation's policy on diversity, fostering diversity within the work
team, and promoting the benefits of a diverse workplace.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Unit Code: SITXWHS401

Unit Name: Implement and monitor work health and

safety practices

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to implement those
predetermined work health and safety practices designed, at management level, to ensure a safe workplace.
It requires the ability to monitor safe work practices, coordinate consultative arrangements, risk assessments,
work health and safety training and the maintenance of records.
Unit Code: SITXFSA101
Unit Name: Use hygienic practices for food safety
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to use personal hygiene
practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to
follow predetermined organisational procedures and to identify and control food hazards.
Unit Code: SITHIND301
Unit Name: Work effectively in hospitality service
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to provide effective hospitality
service to customers during live service periods.
It requires the ability to integrate a range of individual technical skills while dealing with numerous sales,
service or operational tasks simultaneously to meet the needs of multiple and diverse customers. It
incorporates preparation, service and end of service tasks.
Unit Code: SITXEVT401
Unit Name: Plan in-house events or functions
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to plan the delivery of events or
functions within a commercial venue. It requires the ability to identify the customers operational needs and
preferences, prepare and confirm event proposals and finalise operational documents for the delivery of
events.
Unit Code: SITHFAB201
Unit Name: Provide responsible service of alcohol
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to responsibly sell or serve
alcohol.
Unit Code: SITHFAB204
Unit Name: Prepare and serve espresso coffee
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to extract and serve espresso
coffee beverages using commercial espresso machines. It requires the ability to advise customers on coffee
beverages, select and grind coffee beans, prepare and assess espresso coffee beverages and to use,
maintain and clean espresso machines. Complex repairs of equipment would be referred to specialist service
technicians.
Preparation of coffee beverages using other methods is covered in SITHFAB203 Prepare and serve nonalcoholic beverages.

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Unit Code: SITHFAB305

Unit Name: Provide advice on Australian wines
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to evaluate a range of
Australian wines, provide advice to customers on their selection and to continuously extend personal product
knowledge.
Unit Code: SITHFAB304

Unit Name: Provide advice on beers, spirits and

liqueurs

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to evaluate a range of local
and imported beers, spirits and liqueurs, provide advice to customers on their selection and to continuously
extend personal product knowledge.
Unit Code: SITHFAB202
Unit Name: Operate a bar
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to prepare a bar for service,
take drink orders, prepare and serve alcoholic and non-alcoholic beverages and close the bar down.
Customer service and selling skills are found in other units.
Unit Code: BSBITU201A

Unit Name: Produce simple word processed

documents

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to correctly operate word
processing applications in the production of workplace documents.
Unit Code: SITXFIN201
Unit Name: Process financial transactions
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to accept and process cash
and other payments for products and services and to reconcile takings at the end of the service period or
day.
Unit Code: SITHFAB309
Unit Name: Provide advice on food
Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to provide accurate information
and advice on different menu options. It requires the ability to evaluate organisational menu items, provide
advice to customers on their menu selection, contribute to menu design and to continuously extend personal
product knowledge of food and cuisines.
Unit Code: SITHFAB203

Unit Name: Prepare and serve non-alcoholic

beverages

Unit Outline:
This unit describes the performance outcomes, skills and knowledge required to prepare and serve a range
of teas, non-espresso coffees and other non-alcoholic beverages. It requires the ability to select ingredients
and equipment and to use a range of methods to make and present drinks.
It does not include making espresso coffee beverages which is covered in SITHFAB204 Prepare and serve
espresso coffee.

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What is expected of a Diploma learner:

A person with this level qualification will be able 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; and
Take some responsibility for the achievement of group outcome

Presentation of Assessment Standards

Written Assessment
Written assessments shall be computer generated or type written.
Students without access to a computer or typewriter must seek permission to present in any other
form.
All assessments shall be written in English.
Original assessments shall be submitted.
Email copies or disk copies will be accepted.
Harvard/Date referencing is preferred.
Students will make a serious commitment to his/her studies at Imagine Education Australia.
Students will make every effort to provide original, clearly legible work, and will refrain from copying the
work of others. Plagiarism can be avoided by using accurate referencing. Plagiarism is using more
than 10% of a source.
Oral Assessment
Oral assessments shall be delivered in English
Students are encouraged to use visual aids.
Personal Presentation
Students will meet the expectations and demands of Imagine Education Australia in terms of
participation, co-operation, punctuality, dress code, successful submission of work and high standards
of behaviour and conduct.
Students will be dressed in an appropriate manner (no bikini tops or similar apparel or clothing with
offensive language written on it.)
Students wishing to be considered for relief work within the Imagine Education Early Learning Centres
must be appropriately dressed as per the centre dress code documented in the Student Volunteer
handbook.
Submission of Assessments
Assessments must be completed and submitted by their due dates
Students are required to attach an assessment cover sheet to each assessment.
You may choose to personally hand assessments in, post them in or email in your assessments.
It is the students responsibility to make copies of all assessments as no assessment will be returned to
the student.
Where the making of resources is required for assessment you may take photos of these and submit
them rather than the assessment item.

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Student Assessment Policy:

Assessment Submission:
Each assessment must have an Assessment Cover Sheet attached. Any submissions made without an
Assessment Cover Sheet will be returned to the student unmarked.
Where a student is not able to submit an assessment to their trainer or assessor, it can be handed in to
admissions. A received date must be recorded on the Assessment Cover Sheet. Where a student hands the
assessment directly to a teacher the student is to initial the received date.
Student Submission before end date:
Students are encouraged to have all assessment work completed and submitted prior to their end date. If an
assessment that is submitted before their end date is marked Not Yet Satisfactory the student will have 4
weeks to re-submit the assessment at no charge.
Student Submission after end date:
1. A student may hand assessments in to be marked within 4 weeks after their end date.
2. If a student requires teacher assistance to complete assessments after their end date the student can
either re-enrol in the unit or pay for private tuition. If an assessment that is submitted after their end
date is marked Not Yet Satisfactory the student will be required to re-enrol in the unit
Turnover of Marking an Assessment:
Once a students assessment has been received by staff of Imagine Education Australia, the Assessor will
have 21 days to give feedback to the student in regards to the assessment.
Marking an Assessment:
Under the AQTF Essential Conditions and Standards for Continuing Registration Guidelines (Element 1.5)
Assessment ensures only learners who hold the requisite skills and knowledge are certified as competent.
Imagine Education Australia Assessors will only record a student as being competent once the student has
gained a satisfactory result for all assessments for the unit. Any Individual Assessment that does not meet the
requirements of the training package will be marked as Not Yet Satisfactory and will be returned to the student
for resubmission.
Providing Feedback to the student:
Feedback will only be issued to the student using the Imagine Education Australia Student Feedback Form.
The Student Feedback Form will record all of the assessment pieces linked to the unit.
Feedback is to be given for any assessment with an attached Assessment Cover Sheet that is submitted by a
student. If a student submits more than one Assessment at a time for a unit, one Student Feedback Form can
be returned to the student outlining feedback for each individual assessment.

Providing Feedback To Imagine Education Australia:

Every 10 weeks student feedback will be sought as part of Imagine Educations Continuous Improvement
Policy. Alternatively students can provide feedback on their Student Assessment Feedback Form for each unit.

Receiving your Qualification and Record of Results:

On successful completion of your course students will receive a Qualification Certificate and Record of Results
12 days after the trainer/assessor has completed all of the relevant documentation for a completing student.
These are available for collection at the College unless other arrangements are requested by the student.

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Referencing Guide
When you use information in your assessments from other sources (such as text books, journals or internet
articles) you need to source where you found the information.
Referencing in the text of your assessment
When you wish to use exact words from a source of information, you must tell the reader where it is from and
use quotation marks. For example:
Neuman and Roskos (1993 p 199) state that, Childrens innate interests and need to communicate provide
real impetus for language and literacy learning.
If you wish to use information from a source and wish to write it in your own words, you still must source the
work in the text of your assessment. However, this time, you dont need to use quotation marks. For example:
Language and literacy learning entails a lot more than just teaching children the ABCs (Neuman and Roskos
1993).
Note that the page number is only required when you quote text word for word from the text.
Reference list
A reference list is necessary at the end of your assessment and is a list of all the sources of information used to
reference your assessment. For example:
Text Books: Author/s, Date of Publication, Title, Publisher, Place of Publication
Beare, H, Caldwell, B and Millikan, R (1989) Creating an Excellent School Some New Management
Techniques, Routledge, London.
Electronic Sources: Title, Date, Name and Place, URL
National Childcare Accreditation Council Inc, 2008, Australian Government Department of Education,
Employment and Workplace Relations <http://www.ncac.gov.au>
Bibliography
A bibliography includes all of the sources of referenced material in your assessment, as well as a list of
materials which you read to help learn and research your assessment work. It shows your trainer the extent
you have gone to research and gain more information in relation to your assessments and tasks. This is written
at the very end of your work.
Appendices
An appendix is a document which you may need to attach to your assessment to support your work. For
example, if you write about a policy of a service, you may decide to attach a copy for the reader to support your
findings. The following is an example:
The staff in the service all read the policy (refer to Appendix 1) at the meeting and shared some possible
changes to be made.
A final note on referencing
If you use work from other sources without referencing where you found the source, you are plagiarising.
Plagiarising is very serious as it is stealing words from another source, and claiming it as your own work.
Referencing or sourcing your information is therefore vital! Please ensure you fully source where you found
your information.

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Plagiarising Policy Student

If you use work from other sources without referencing where you found the source, you are plagiarising.
Plagiarising is very serious as it is stealing words from another source, and claiming it as your own work.
Referencing or sourcing your information is therefore vital! Please ensure you fully source where you found
your information and follow the Referencing Guide.
Plagiarising can include:
o
o

Copying another students work

Copying work from a text or source of information without referencing

At Imagine Education we take plagiarising seriously. If you plagiarise work, or you give your work to a peer to
copy you will have been deemed to have failed the assessment and will be required to face an academic panel
to determine if your enrolment should be cancelled.
There are two outcomes from the academic panel:
1.
The students enrolment is cancelled
2.
The student will re enrol and pay for the required units. The student will be required to complete these
units under the supervision of a College trainer.

What You Will Need

Computer
You will need access to a computer and to the internet to view some of the information. There may also be
useful links to websites that may be referred to by your trainer.
Text Books
The following text books may need to be used for the study of this course:
rd
Hospitality Management Strategy and Operations 3 Ed Lynn Van der Wagen and Anne Goonetilleke
th
The Australian Bar Attendants Handbook George Ellis 5 ed
Restaurant service The waiters friend Series 4 Futura Training

Career Pathways
After achieving SIT50313 Diploma of Hospitality, individuals could progress to SIT60313 Advanced Diploma of
Hospitality or higher education qualifications in management.
This qualification provides a pathway to work in any sector of the hospitality industry as a departmental or small
business manager.
Possible job titles include:
Banquet or function manager
Chef de cuisine
Chef patissier
Executive housekeeper
Front office manager
Gaming manager
Kitchen manager
Motel manager
Restaurant manager
Sous chef
Unit manager (catering operations)

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