Certificate IV in Automotive Mechanical Diagnosis

AUR40216 Certificate IV in Automotive Mechanical Diagnosis

This qualification covers the skills and knowledge required to perform advanced diagnostic operations in the automotive retail, service and repair environment.

CRICOS Course Code: 091669A

ABOUT COURSE

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“Auto Skills Australia indicates a national shortage of approximately
21,800 skilled people within the automotive industry”

Source: Automotive Environmental Scan 2014 / ASA

More Information

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Trainer

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This qualification covers the skills and knowledge required to perform advanced diagnostic operations in the automotive retail, service and repair environment

Students entering into this course will be international students who are seeking qualifications to gain skills, knowledge and competencies to enable them to seek employment in the field of Light Vehicle Mechanical Technology as an advanced automotive technician.

Students must be over 18 years of age at the time of course commencement.Students must secure an appropriate visa that allows them to study in an Australian Registered Training Organisation prior to course commencement.

Academic Entry Requirements

To gain admission into this course, students must have successfully completed year 11 or secondary studies in their home country equivalent to Australian Year 11*.

(*Subject to the assessment level of that country and the course undertaken there. For more information please visit Ashton College’s website.)

English Language Entry Requirements

International Students applying for this qualification must have a minimum English language proficiency of IELTS 5.5 (overall band) or an equivalent exam result recognised by the Department of Home Affairs.

Other equivalent English language proficiency level is deemed one of the following:

English language test providers Minimum score Minimum score and at least 10 weeks English Language Intensive Courses for Overseas Students (ELICOS) Minimum score and at least 20 weeks ELICOS
International English Language Testing System (IELTS) 5.5 5 4.5
TOEFL internet-based test 46 35 32
Cambridge English: Advanced (Certificate in Advanced English) 162 154 147
Pearson Test of English Academic (PTE Academic) 42 36 30
Occupational English Test B for each test component N/A N/A

Alternatively, students may satisfy the English Language Entry Requirements by fulfilling any of one of the following:

  • In the 2 years before applying for the student visa, the student has completed, in Australia and in the English language, either the Senior Secondary Certificate of Education or a substantial component of a course leading to a qualification from the Australian Qualifications Framework at the Certificate IV or higher level, while you held a student visa;
  • The student has completed at least 5 years’ study in English in one or more of the following countries: Australia, UK, USA, Canada, New Zealand, South Africa, or the Republic of Ireland;
  • You are enrolled in a principal course of study that is a registered school course, a standalone English Language Intensive Course for Overseas Students (ELICOS), or a registered post-graduate research course;
  • You are an applicant who is a Foreign Affairs or, Defence sponsored student or a Secondary Exchange student (AASES);
  • You are a citizen and hold a passport from UK, USA, Canada, NZ or Republic of Ireland.

Training Pathway

Students who successfully complete this qualification may progress onto:

  • AUR50216 Diploma of Automotive Technology or other relevant qualifications

Employment Pathway

This qualification may provide entry into employment in the following or related roles:

  • Automotive lead or master technician
  • Automotive technical adviser

All students are provided with the opportunity to have their prior learning and experience assessed and gain recognition for this. (Recognition of Prior Learning – RPL).

Students who have successfully completed whole units of competency included in this course with another RTO can apply for Credit Transfer. (CT)

The CT and RPL application processes are provided to students in pre-enrolment information in accordance with the RPL/ CT policy and procedure.

Learner needs are assessed at enrolment in accordance with the Enrolment Policy and Procedure. Applicants complete the Enrolment and Pre-Training Review and submit supporting documentation to enable Ashton College to assess whether the course is appropriate for addressing their individual learner needs.

Once applications are received, they are assessed to ascertain whether the course addresses individual learner needs. The College will review the applicant’s prior experience, knowledge and skills in coming to this decision.

Decisions on whether the course is appropriate for addressing the applicant’s learning needs and whether the applicant can address the entry requirements are made. Students with learning needs that require support are identified during the enrolment processes.

Support is provided for clients with identified needs in accordance with the Client Support Policy and Procedure.

Ashton College takes all feasible and reasonable steps to assist students during the course so they can successfully complete the course within the course schedule and achieve certification.

Reasonable adjustments will be made to ensure that the student is not presented with artificial barriers to demonstrating competency in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support, and alternative methods of assessment such as oral assessment. Any adjustments made will be recorded in the student’s file.

The learning need that forms the basis of any adjustment to the training program will be identified and appropriate strategies will be agreed with the student. Any adjustments will be recorded in the student file.

Pre enrolment information

Ashton College provides information to students’ pre-enrolment on course demands and expectations via the Client Information Handbook and course information available on the Ashton College website. This information also identifies the process for assessing the learner needs during enrolment, the outcomes of assessment and details on how Ashton College supports individual learner needs post enrolment.

Orientation

Ashton College delivers an orientation to students outlining course requirements, processes, demands, support services and general information prior to course commencement.

Monitoring student performance in class

During scheduled classes and supervised study sessions trainers monitor student performance when completing tasks, participation in learning activities, completing homework and through responses to questions and questions asked. Formative assessment is also routinely undertaken. Trainers identify student abilities/ progress, learning needs/ issues from undertaking the above activities.

Trainers provide support to students in each class depending on individual learning and support needs e.g. explain concepts again, providing more one to one support, putting them in groups where they can learn of other students during group work tasks, providing extra time to complete tasks or referring them to learning materials to develop their knowledge and understanding. Students can also approach trainers or the Student support officer at any time to access learning support services.

Learning methodologies are planned and implemented by trainers as they progress through each unit. Trainers structure classes depending on the topic and individual learning needs of each student cohort. Learning activities for one group may have more of an emphasis on developing knowledge for one unit and on developing foundation skills for another. The individual needs of the cohort are considered, and activities planned accordingly.

Students with English language learning issues may be allocated more groupwork to develop knowledge and soft skills at the same time as their English language ability. The English-speaking abilities of students from some countries is often stronger than their English writing ability i.e. Indian students. This may be the opposite for Chinese students who sometimes struggle more with speaking in English.

The issues arising from the education system students have been exposed to in some countries also influences the learning activities to develop knowledge and skills. Some countries have more of an emphasis on theoretical knowledge and subsequently students struggle when it comes to developing skills to apply knowledge in given contexts. Again, the learning activities chosen will reflect these individual learning needs.

Monitoring course progress

Ashton College monitors students course progress in accordance with the Client Support Policy and Procedure and the National Code 2018 Standard 8 requirements.

Student course progress is monitored and students at risk of failing to achieve satisfactory course progress are identified. Trainers monitor performance and progress in class and can initiate intervention support for students by completing documentation and forwarding this to the Course Coordinator. Student results on the SMS are also monitored every fortnight. Students identified at risk of not achieving satisfactory course progress are identified, counselled and where relevant have intervention strategies initiated.

The college provides assistance if the student is experiencing difficulties and not progressing through their course as per the course schedule.

Ashton College employs a range of support services where appropriate and feasible to support students learning needs during course delivery.

Access to appropriate support services is provided to assist students to successfully complete their course within the scheduled duration. Ashton College may refer students to external sources if they are unable to sufficiently provide support for students learning needs.

Refer to the Client Support and Completion Within Expected Duration policies and procedures for further details on how Ashton College monitors course progress and supports students to help ensure completion within the expected duration.

Students at Risk

Ashton College has intervention strategies, including student support services available to enable students to complete the qualification within the scheduled duration.

Students at risk of not completing their course within the scheduled duration are identified as early as possible.

Ashton College meets with all students who are not making satisfactory progress and with their agreement puts in place Intervention strategies to assist in their successful completion of the course.

Ashton College has defined “satisfactory progress” as successfully completing more than 50% of units undertaken in a study period.

Students who do not make satisfactory progress over two consecutive study periods will be reported in accordance with the requirements of the ‘The National Code 2018’.

This process is governed by Ashton College Client Support and Completion within Expected Duration Policy and Procedures.

Academic Support

Students who are experiencing difficulties with any aspect of their course are encouraged to contact their trainer or other relevant staff. Our trainers are able to provide academic support to facilitate the successful completion of your course.

LLN Support

Students who are experiencing language, literacy and numeracy difficulties during the course can access support from our trainers.

If the level of support required is outside of what the trainer can provide then Ashton College will arrange a referral to internal LLN support services within the Academic Department.

Welfare Support

We understand that our students sometimes require extra support to help them cope with their training course. Sometimes there can be personal issues that impact their successful course completion. We can assist students in accessing professional welfare services. Students who are experiencing personal/ welfare issues that are impacting their studies are encouraged to contact their trainer or other relevant support staff. Please refer to Client Information Handbook for contact details of support staff members.

Students must successfully complete a total of 10 units of competency to achieve the AUR40216 Certificate IV in Automotive Mechanical Diagnosis qualification.  This comprises of 1 core unit and 9 elective units. The course units are indicated in the table below.

Unit code Unit title Core/Elective
AURTTA021 Diagnose complex system faults Core
AURETR037 Diagnose complex faults in light vehicle safety systems Elective
AURLTD009 Diagnose complex faults in light vehicle steering and suspension systems Elective
AURTTR001 Diagnose complex faults in engine management systems Elective
AURLTB004 Diagnose complex faults in light vehicle braking system Elective
AURLTX004 Diagnose complex faults in light vehicle automatic transmission and driveline systems Elective
AURLTE004 Diagnose complex faults in light vehicle petrol engines Elective
AURLTE005 Diagnose complex faults in light vehicle diesel engines Elective
BSBLDR403 Lead team effectiveness Elective
BSBLDR402 Lead effective workplace relationships Elective

The course is delivered over 30 weeks consisting of 24 weeks tuition at 20 hours per week and 6 weeks of holidays. Students will participate in nominal(supervised) activities for a total of 480 hours. Tuition is split over two 12-week study periods and students will have one 4-week term break plus 2 weeks break for Christmas.

Classes are scheduled for 20 hours face to face delivery per week consisting of 8 hours per day for 2 days and one day for 4 hours per week. In addition, students are expected to undertake 6 hours of unsupervised independent study and assessment outside of scheduled class time per week. Please refer to the course delivery schedule for further details.

The approximate delivery hours for this course are as follows:

  • Face to face classes – 24 weeks x 20 hours per week = 480 hrs
  • Independent study and assessment outside of class time – 24 weeks x 6 hours per week = 144 hrs
  • Total course hours: 480 + 144 = 624 hours

Students also have the option to attend supervised study sessions for 4 hours a week during term time, although this is not included in the volume of learning.

Classes will consist of groups of between 16 – 20 students.

A face to face delivery mode is employed including classroom training, practical skills training and supervised study. All face to face delivery takes place in the Ashton College training facilities either at:

  • 1/167 Beavers Road, Northcote, VIC 3011 or
  • 10/87 Hallam South Road, Hallam, VIC 3803

Students will be timetabled to attend class at either of the above campus locations. Students will also be supported outside of face to face class time through e-mail and/or telephone. Trainers will advise students about the delivery schedule.

Some units are delivered stand-alone, and some are clustered together for delivery. An understanding of the relationships between unit subjects is developed throughout the course.

A timetable is given to each student pre-course commencement (at orientation). Students are provided with an induction to the course to outline the learning and assessment processes, support services and other relevant information during orientation.

Textbooks for the course for will be provided to the student. Students will read relevant sections of the textbooks in preparation for the face to face classes. Students will attend a face to face classes for each unit at agreed stages throughout the course. Students may contact their trainer for support/ assistance outside of scheduled face to face contact times.

Not Applicable

Some units are assessed stand-alone and some are clustered for assessment.

Students commence undertaking summative assessment tasks once the relevant teaching/ learning has been completed and they have been provided opportunities for formative assessment.

Students will undertake assessment at either:

  • 1/167 Beavers Road, Northcote, VIC 3011 or
  • 10/87 Hallam South Road, Hallam, VIC 3803

Each unit of competency assessment includes assessment methods in accordance with unit of competency guidelines, principles of assessment and rules of evidence. Students undertake assessments to demonstrate competence against the assessment criteria in each unit. Students attempt each assessment in turn until competency is demonstrated against all unit requirements.

Students will be informed of assessment processes and methodologies pre-enrolment and at orientation. Assessors will provide copies of the assessment tasks in accordance with the assessment schedule and discuss the assessment requirements with each student prior to them attempting each task.

To be assessed as satisfactory for each assessment activity, student responses must be correct answers or reasonably correct answers for any open questions. Students must demonstrate satisfactory performance in each assessment task to be deemed competent in the unit.

Students will be provided with opportunities for re-assessment if they fail to demonstrate competency during assessment tasks. In certain cases, students may be advised to re-enroll in further training before re-attempting assessments.

Assessment submissions are marked S – Satisfactory or NS – Not Satisfactory and verbal and/or written feedback provided. Unit results are recorded as C – Competent and NYC – Not Yet Competent.

Assessment methods may include Observation activities involving Demonstration or Role-plays, Short answer questions, Multiple choice questions, Written assessments, Projects and Simulated assessment environments.

Upon successful completion of the 10 units of competency, students will be issued an AUR40216 Certificate IV in Automotive Mechanical Diagnosis qualification and record of results that indicates the units successfully completed. Students who successfully complete some but not all of the units of competency in the course will be issued a Statement of Attainment detailing the units they have successfully completed.

Carmela Diaz