CRICOS Registration

CRICOS Registration

The College’s current registration with CRICOS includes:

Registration as a Registered Training Organisation to provide 3 accredited courses:

  • Certificate IV in Ministry
  • Diploma in Ministry
  • Advanced Diploma in Ministry

Approval for student numbers permitted to study.
Approval of delivery sites for CRICOS courses


Review and Amendments
The Compliance Manager/Academic Dean advises CRICOS of any changes to the academic program as they occur.


Feedback on these Policies

Feedback is formally taken:

  • From students – on their classes at the end of each term
  • From students – on the College at the end of each term (primarily via the Head Students)
  • From students – on the Executive Team and Faculty at the end of each year.

This feedback is reviewed and changes implemented where required.

Validation & Moderation


The processes used to validate assessment activity in the College’s courses are:

  • Course Development Manager to meet with Subject Convenors to define the appropriate assessment process for each subject prior to delivery
  • Subject Convenors review assessments as soon as completed, recommendations are passed on to the Course Development Manager for approval, any alterations are commissioned
  • Assessors validation meeting is held annually to review all assessment processes
  • Validation happens once prior to initial delivery and then once within the 5 year registration, with 50% completed within the first 3 years.
  • Validation team to include;
    • a qualified trainer from an alternate stream
    • student’s from a higher award (including at least one ESL student)
    • an industry expert


Moderation is our quality control process that ensures assessment decisions that are made by staff are brought into alignment so that the same decisions are applied across all assessment results, especially when there are multiple assessors within a subject or course. This process is usually completed before finalisation of the semester. Often moderation is triggered when a student if NYC but very close to Competent, then an assessor will request a moderation by another assessor to ensure competency judgements fall within the rules of evidence and principles of assessment.

Continuous Improvement

Continuous Improvement

We have as a central function of our core business a continuous improvement procedure and tools that provide the structure for our strategy for continuous improvement. This procedure uses the following steps:

Information about our operations and functions are gathered through a range of available sources including:

  • Internal and external audits (as required)
  • Students – once per semester, subject or course – via on-line survey forms accessed through Collegeworx
  • Students – at the end of course using Quality Indicator Surveys.
  • Students – through ongoing focus groups chaired by key training and administration staff, as well as feedback through tutorials, workshops and informal conversations.
  • Students – Complaints, Appeals & Grievances
  • Course Development Team – validation processes, during training manual development process, and then once for each subject / unit over the five year registration.
  • Course Development Team – analysis of student assessment results (as relevant) each semester, and feedback from assessors and trainers.
  • Staff, Trainer, Assessor & trainee meetings
  • Industry – during the initial development of training and assessment material and then periodically thereafter.
  • Staff – Performance Review Form
  • Informal discussions
  • External experts & attendance at seminars, information days etc.
  • Any other method/source.

Continue reading “Continuous Improvement”

Course Development

Course Development

The College has as one of its key goals the development and provision of high quality training and assessment, for domestic and international students, in a range of ministry fields, and at a range of levels. The development and delivery of such courses involves the following activities:

Delivery and Assessment Strategies. The framework for all courses will be articulated in a delivery and assessment strategy, that describes:

The qualifications delivered by the College, and in what specialisations (if any).

The units required to achieve each qualification

The clustering of units into stream or specialisations

The relationship between the units that make up each qualification, the subjects in which the units will be delivered and assessed, and the sequencing of such subjects.

The nominal hours for each unit, the delivery methods used, the resources required, the trainers required, the trainer: student ratio required, the assessment methods to be used.

The relationship between units, delivery methods and any work placements. Continue reading “Course Development”