Curriculum Mapping

ACCESSIBLE LEARNING FRAMEWORK Program Mapping, Alignment & Validation Guide

Tyneside Disabilities Training | First Aid, school safety and vocational pathways

Version 2.0 | 5 September 2026 | Consolidated mapping and additional national training references

Tyneside programs connect practical learning, visual supports and participant-chosen goals with relevant national training products and Australian Curriculum content. This guide brings the First Aid and school-based mapping together with the additional qualifications, skill set and units.

Purpose: show the learning connections, identify observable evidence and provide a clear process for review. Program alignment is not, by itself, formal assessment validation, accreditation or a guarantee of a qualification.

Status: program-alignment guide for Tyneside and partner review. New activity and evidence links are proposals to be checked against the relevant program resources; they are not records of completed learner assessment. National product details are checked against the register sources listed on pages 22-23.

USING THIS GUIDE Participation pathways and evidence

Person-centred, strengths-based learning with assessment integrity

The original First Aid mapping includes three participation pathways. Learners can build valuable safety, communication and independence skills without being required to pursue national certification. Choose the pathway with the learner, and review it as their goals and access needs change.

How to read the mapping

Existing mapping: First Aid and curriculum connections retained from the six mapping pages. Additional alignment: proposed Tyneside links to the products in Additional Mapping.docx, informed by the cited national register. Validation record: a place to attach exact resource locations, evidence, reviewer decisions and improvements.

Access supports and boundaries

Use visuals, explicit vocabulary, repeated rehearsal, processing time and accessible communication. Agree supports with the learner. For assessment, the RTO records which adjustments are permitted; a support person must not supply the learner's assessed answers or perform their assessed skills. Tyneside visual access levels are not AQF qualification levels.

This guide does not replace the official training product, assessment requirements, RTO Training and Assessment Strategy, assessment tools, assessor judgement or compliance review. Curriculum links are not ACARA endorsement. Qualification references do not establish Tyneside's RTO scope or authority to deliver an accredited course.

Sources: S1-S3; R18-R20.

FIRST AID: NATIONAL TRAINING MAPPING HLTAID009 | Provide cardiopulmonary resuscitation

Current register reference: Release 1 | Selected element-level mapping, not a complete assessment matrix

First Aid Access Cards support how a learner accesses information and practises CPR-related skills. The national pathway retains the full competency requirements; life- skills outcomes remain valuable in their own right.

PC = performance criteria; PE = performance evidence; KE = knowledge evidence. The selected links do not cover every requirement. Respectful behaviour, privacy and all other unit requirements must remain in the full RTO assessment map. Use simulated calls, not practice calls to 000.

Sources: S1; R1. National assessment details and access safeguards continue on page 5.

FIRST AID: NATIONAL TRAINING MAPPING HLTAID011 | Provide First Aid

Current register reference: Release 1 | Selected element-level mapping, not a complete assessment matrix

Accessible topic cards link first aid vocabulary, practical rehearsal and help-seeking to the national training pathway or a participant's life-skills goals.

The complete RTO map must also retain respectful behaviour, consent, equipment instructions and all remaining criteria, evidence and conditions. Topic-card coverage is not proof of complete assessment coverage. Twice-yearly Tyneside practice is not a statement of a national refresher interval.

Sources: S1; R2. PC, PE and KE are defined on page 3; assessment safeguards are on page 5.

FIRST AID: REVIEW CHECKPOINTS First Aid | Assessment evidence and access safeguards

Use alongside the full HLTAID009 / HLTAID011 assessment requirements

School progression: the original mapping proposes consideration from age 14+, according to readiness and RTO requirements. This is a Tyneside planning point, not presented as a universal national minimum age. Learners who choose the life-skills pathway continue to receive meaningful, age-appropriate learning opportunities.

Sources: S1-S2; R1-R2; R19. This page highlights selected checks; it is not the full assessment requirements document.

SCHOOL-BASED FIRST AID, SAFETY AND WELLBEING Australian Curriculum | Foundation to Year 4

Health and Physical Education, Version 9.0 | Content-description summaries

Use the Personal, social and community health strand, particularly Making healthy and safe choices. Teach safety language through visuals, explicit vocabulary, repeated rehearsal and practical scenarios appropriate to the learner and school context.

Curriculum and access considerations

The original pathway includes Safety, Mental health and wellbeing, Food and nutrition, Alcohol and other drugs, and Challenge and adventure activities as relevant contexts. These selected HPE connections do not represent coverage of the whole learning area. The school confirms its local syllabus, health plans and reporting arrangements.

Sources: S2; R3. Code descriptions are summaries; use the official curriculum for the complete wording and elaborations.

SCHOOL-BASED FIRST AID, SAFETY AND WELLBEING Australian Curriculum | Years 5 to 10

Health and Physical Education, Version 9.0 | Content-description summaries

Learning access does not reduce the learning goal

Provide multiple ways to access information, participate and demonstrate school-based learning. Discuss processing time, communication supports, sensory needs and practice opportunities with the student. Keep the school learning judgement separate from any RTO competency decision.

Twice-yearly practical rehearsal is retained as a Tyneside program design feature. The school and any RTO separately confirm applicable refreshers, consent, supervision, safety and assessment arrangements.

Sources: S2; R3; R1-R2 for any subsequent nationally recognised First Aid pathway.

SCHOOL-BASED FIRST AID, SAFETY AND WELLBEING Australian Curriculum | Connections by theme

Themes retained from the original mapping; relevant across Tyneside learning contexts

Evidence that makes progress visible

Record the context, the learner's chosen action, the support provided and the next agreed step. A learner may demonstrate progress by choosing a safe person, communicating a boundary, recognising a safety sign or asking for a break. These observations describe learning; they do not claim a clinical outcome or national competency.

Sources: S2; R3. The evidence-recording approach above is a proposed Tyneside review method.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Country, Culture & Community

11258NAT Certificate I in Aboriginal Languages for Everyday Use | Current: 1 April 2024-31 March 2029

Proposed language-learning extension to the Country, Culture & Community program. These connections use the accredited course overview and listed unit titles; detailed course and assessment mapping requires the authorised course documentation.

Alignment boundary. Course-outcome and unit-title alignment only. Local Aboriginal cultural leadership determines what may be taught, recorded and shared. Confirm course structure, delivery permissions, performance criteria, evidence and assessment conditions before any accredited delivery.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R4.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Food Safety & Independent Living

SITSS00068 Food Handling Skill Set, Release 2 | Required unit: SITXFSA005, Release 1

The Food Handling Skill Set contains SITXFSA005 Use hygienic practices for food safety. The proposed links below connect Tyneside kitchen learning to the unit while retaining a separate everyday food-safety pathway.

Alignment boundary. The duplicate skill-set entry is consolidated here. This is not a Food Safety Supervisor award or evidence that all state / territory certification arrangements are met. The RTO must check the full unit evidence, conditions and relevant food-authority requirements.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R5-R6.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Construction Basics

CPC10126 Certificate I in Construction, Release 1 | CPC20120 Certificate II in Construction, Release 4

Proposed selected-unit links for supported project learning. Certificate I introduces the industry; Certificate II has broader occupational requirements. A short Tyneside project does not constitute either qualification.

Alignment boundary. CPC10126 is retained as supplied and checked as the current Certificate I reference. Confirm construction induction and site-access requirements before site activity. This page does not evidence a White Card, a trade qualification or competency for higher-risk work.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R7-R8.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Landscaping & Gardening

AHC21624 Certificate II in Landscaping | Current Release 1

Proposed connections between supported outdoor learning and selected core units. Gardening participation contributes a learning context; the qualification also includes landscape-construction requirements that need separate coverage.

Alignment boundary. AHC21624 requires 15 units: 8 core and 7 electives. The links above are selected core-unit connections, not a full qualification map. Complete the unaddressed core requirements and selected electives through the RTO mapping process.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R9.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Life Skills & Employability | Supply-chain extension

TLI20421 Certificate II in Supply Chain Operations | Current Release 3

Proposed extension for workplace exploration, simple stock routines and supply-chain awareness. A distribution-centre or retail excursion is a learning opportunity, not assessment evidence of operational competence.

Alignment boundary. TLI20421 requires 14 units: 5 core and 9 general electives. The remaining core TLIF0009 (Chain of Responsibility), all chosen electives and their prerequisites need explicit mapping. This proposed extension is not a complete supply-chain program or qualification.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R10.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Life Skills & Employability | Certificate I links

FSK10219 Certificate I in Skills for Vocational Pathways | Current Release 1

Proposed foundation-skills links can be embedded in Food Safety, Animal Care, Construction and other practical learning contexts. Select units according to the learner's goals and the RTO's course design, not a diagnosis.

Alignment boundary. FSK10219 requires 11 units: 1 core and 10 electives, with prescribed elective-group rules including 2 non-FSK units. These selected links do not satisfy the full packaging rules. Use an individual skills review to choose appropriate learning and assessment supports.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R11.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Life Skills & Employability | Certificate II links

FSK20119 Certificate II in Skills for Work and Vocational Pathways | Current Release 1

Proposed links extend simple learning routines into work preparation, planning, information use and communication. Progression is based on the learner's demonstrated skills, interests and goals.

Alignment boundary. FSK20119 requires 14 units: 1 core and 13 electives, with prescribed group rules including 3 non-FSK units. It is not automatically achieved through participation in an employability program, and Certificate I participation does not automatically establish Certificate II readiness.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R12.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Photography & Digital Animation | Video-art extension

CUADIG213 Develop video art skills | CUADIG316 Produce video art | Both current Release 1

Proposed connections for a video-art extension. Still photography, animation or software familiarity alone is not assumed to cover either video-art unit. The CUADIG316 reference is linked to its own register entry.

Alignment boundary. These are individual units, not qualifications. The original CUADIG316 text was paired with a CUADIG213 URL; the code and title are retained and the link is corrected. Full elements, criteria, evidence and conditions still need resource-level mapping.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R13-R14.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Personal Care Essentials | Salon pathway connection

SHB20216 Certificate II in Salon Assistant | Current Release 1

Personal-care confidence and salon participation can provide a starting context for vocational exploration. Self-care learning is not equivalent to providing salon services to clients. The salon activities below are proposed extensions requiring appropriate industry guidance.

Alignment boundary. SHB20216 requires 12 units: 8 core and 4 electives and is not a hairdresser qualification. Its published packaging includes superseded component references, including BSBWHS201 and SHBXCCS001; the RTO must resolve the applicable packaging / transition position, not silently substitute codes.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R15.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Animal Care & Responsibility | Certificate I links

ACM10121 Certificate I in Animal Care Industry Pathways | Current Release 1

Proposed links for initial animal-care learning, community participation and vocational exploration. Use suitable animals, close supervision, hygiene and animal-welfare safeguards.

Alignment boundary. ACM10121 requires 7 units: 5 core and 2 electives. ACMINF101 Take responsibility for the health and welfare of animals in own care is a listed elective that may offer an additional program link, subject to selection and full mapping. No animal-handling competence is inferred from attendance.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R16.

ADDITIONAL NATIONAL TRAINING ALIGNMENT Animal Care & Responsibility | Certificate II links

ACM20121 Certificate II in Animal Care | Current Release 2

Proposed links extend animal-care routines into supervised vocational contexts. This page is not a veterinary-care or animal-first-aid credential.

Alignment boundary. ACM20121 requires 12 units: 7 core and 5 electives, including its specified elective-group rules. Listed enrichment or species-care electives may be considered after unit selection. Full species, task and workplace requirements must be checked before an RTO judgement.

Program/version: ____________________ Session/week: __________ Resource IDs/pages: ____________________ Reviewer/date: ____________________

Sources: S3; R17.

QUALITY REVIEW AND CONTINUOUS IMPROVEMENT Program review and validation process

Proposed workflow | Keep program alignment review separate from formal RTO assessment validation

Evidence of participant learning

A practical record can capture the learner's goal, context, action, support used, feedback and next chosen step. Record whether a task was independent, visually prompted, verbally prompted, modelled or otherwise supported, where appropriate. A learner choosing to pause or not participate is not recorded as a competency failure. Obtain consent for photographs or recordings and keep them securely.

Current review position: the mapping identifies proposed learning connections. Reviewer names, assessment samples and validation decisions must be recorded when those activities take place; none is implied by the publication of this guide.

Sources: R18-R20 for RTO assessment and validation boundaries. The five-stage program workflow and learning record are proposed Tyneside quality-review tools.

REUSABLE RECORD FOR EACH SELECTED UNIT OR CURRICULUM CONNECTION Detailed mapping and review record

Complete using the actual program resources, tasks and evidence; duplicate as needed

Program / version: _____________________________________ Unit / curriculum code and release: _____________________________________

Reviewer(s) / role: _____________________________________ Review date: __________________ RTO / partner, if applicable: __________________

Review decision and follow-through

A signature on a program-alignment review does not certify learner competence or substitute for an RTO assessment-validation record. Retain reviewer competence, sample selection, findings and changes in the appropriate review file.

Sources: R18-R20. This is a proposed Tyneside record template, not a completed validation report.

REFERENCES AND DOCUMENT CONTROL Source register | First Aid, curriculum and national products

Register and guidance checked 5 September 2026 | Retain a dated source copy for each future review

Source keys used throughout the guide

Training.gov.au is the national reference for the products above, not an endorsement of Tyneside resources. R1-R2 and R6 include the unit and assessment requirements. R4 supplies the accredited-course overview and unit list; obtain the authorised course document before detailed competency mapping.

REFERENCES AND DOCUMENT CONTROL Source register | Additional products and review guidance

Source-derived content, proposed links and editorial changes are distinguished below

Consolidation and review notes

Review source currency again when a training product changes, an activity or resource is revised, learner feedback identifies a barrier, or the program moves into a different delivery / assessment context.