Advanced Diploma of Information Technology (Cyber Security)

ICT60220 Advanced Diploma of Information Technology (Cyber Security)

This qualification reflects the role of individuals in a variety of information and communications technology (ICT) roles who have significant experience in specialist technical skills, or managerial business and people management skills.

This qualification prepares graduates to work as part of a security team in the detection and resolution of security breaches, and in the implementation of risk mitigation and prevention strategies for a company’s network operations and digital systems.

CRICOS Course Code: 107117J


Ashton College International students

“Learn cyber security to protect the immune system in the body of IT.

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This qualification reflects the role of individuals in a variety of information and communications technology (ICT) roles who have significant experience in specialist technical skills, or managerial business and people management skills.

Individuals in these roles carry out complex tasks in a specialist field, working independently, leading a team or a strategic direction of a business. Their skills may include but are not restricted to protecting sensitive data and information through security architecture and developing disaster recovery and contingency plans.

This qualification prepares graduates to work as part of a security team in the detection and resolution of security breaches, and in the implementation of risk mitigation and prevention strategies for a company’s network operations and digital systems.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

The target group is international students on-and-off-shore having little or no vocational experience:

  • who are at least 18 years of age at course commencement.
  • who are seeking to pursue a management/ leadership career in information and communications technology working independently, and/ or leading a team or the strategic ICT direction of a business.
  • who are seeking to develop their skills and knowledge in information technology to access further study pathways or specialisations.
  • who possess a visa that allows them to study at an Australian RTO.
  • who have successfully completed year 12 or secondary studies in their home country or in Australia.

Students are not required to have prior work experience or relevant skills or knowledge to enter this course.

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 12 or secondary studies in their home country equivalent to Australian Year 12*. (*Subject to the assessment level of that country and the course undertaken there. For more information, please visit Ashton College’s website.)

It is strongly recommended that individuals undertake and complete the lower-level ICT qualification/s and/or gain industry experience prior to entering ICT60220 Advanced Diploma of Information Technology (Cyber Security), however this is not mandatory.

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.

Australian migration rules are based on Assessment Level (degree of safety) assigned to every immigrant nationality that goes from level 1 to level 4. The higher the Assessment Level means it can be difficult to get a visa. For further information, please visit Department of Home Affairs website. However, for Assessment Level 1 countries, you may not be asked to provide evidence of English Language with your Visa Application.

You must still take the Ashton College pre-entry placement test at Orientation. It is used as a guide to determine the level of language, literacy and numeracy required for competent performance.

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 higher education qualifications in Information Communication and Technology in the field of cyber security or related.

Employment Pathway

Successful completion of this qualification may provide career opportunities in roles that involve management/ leadership in information and communications technology working independently, and/ or leading a team or the strategic ICT direction of a business.

This Advanced Diploma in Cyber Security qualification provides the skills and knowledge for an individual to integrate into cyber security teams in large and small organisations.

Successfully completing this course does not guarantee a graduate will secure a relevant job.

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.  Students complete the Enrolment and Pre-Training Review forms 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.


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 the Client Information Handbook for contact details of support staff members.

A blended delivery mode is implemented including face to face classes, independent study and assessment outside of face-to-face classes and supervised study sessions. Classes will consist of groups of between 16 – 20 students.

All face-to-face delivery takes place in Ashton College’s training facility at Ashton College main campus at 213 Nicholson Street, Footscray Victoria 3011.

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 are provided to students. Students read relevant sections of the textbooks in preparation for the face-to-face classes. Students attend 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.

The course is delivered over 102 weeks consisting of 80 weeks tuition at 20 hours per week and 22 weeks of holidays. 80 weeks of tuition is split over eight 10-week terms. Students will have seven 2-week term breaks plus two
4-weeks breaks for Christmas.

Classes are scheduled for 20 hours of 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 unsupervised independent study and assessment outside of scheduled class time per week.
The approximate delivery hours for this course are as follows:

  •  Face to face classes – 80 weeks x 20 hours per week = 1600 hrs
  •  Independent study and assessment outside of class time – 80 weeks x 6 hours per week = 480 hrs
  • Supervised study sessions – 80 weeks x 4 hours per week = 320 hours (attendance is optional)
  • Total course hours – 1,600 + 480 + 320 = 2,400 hours

Students must successfully complete a total of 16 units of competency to ICT60220 Advanced Diploma of Information Technology (Cyber Security) qualification.  This comprises of 6 core units and 10 elective units.The course units delivered are detailed in the table below.

Unit code Unit title Core/ Elective
BSBCRT611  Apply critical thinking for complex problem solving Core
BSBTWK502  Manage team effectiveness Core
BSBXCS402  Promote workplace cyber security awareness and best practices Core
ICTICT608  Interact with clients on a business level Core
ICTICT618  Manage IP, ethics and privacy in ICT environments Core
ICTSAD609  Plan and monitor business analysis activities in an ICT environment Core
ICTCYS604 Implement best practices for identity management Elective 
ICTCYS606 Evaluate an organisation’s compliance with cyber security standards and law Elective 
ICTCYS608 Perform cyber security risk assessments Elective
ICTCYS612 Design and implement virtualised cyber security infrastructure for organisations Elective 
ICTCYS614 Analyse cyber security insider risks and threats and devise recommendations Elective 
BSBLDR522 Manage people performance  Elective 
BSBLDR523  Lead and manage effective workplace relationships Elective 
BSBPMG430  Undertake project work Elective 
ICTICT612  Develop contracts and manage contract performance Elective 
BSBWHS504 Manage WHS risks Elective 


Not Applicable

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

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

To be assessed as satisfactory for each assessment activity, student responses must be at least reasonably correct answers. Student 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-enrol in further training before re attempting assessments.

Submission will be 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, Practical activities or Case Studies.

Upon successful completion of 16 units of competency, students will be issued a ICT60220 Advanced Diploma of Information Technology (Cyber Security) qualification and a record of results that indicate 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.

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