RPL - RECOGNITION TOOL KIT CERTIFICATE ... - Polestar Pilatespolestarpilates.edu.au/wp-content/uploads/2015/12/Certificate-IV... · rpl - recognition tool kit certificate iv in polestar

RPL - RECOGNITION TOOL KIT

CERTIFICATE IV IN POLESTAR PILATES MATWORK

INSTRUCTION METHOD (10520NAT)

Certificate IV - 10520NAT_RPL Tool Kit_V1.1.1 © Polestar Pilates Australia - RTO No. 91620 2

CONTENTS

1. Introduction ................................................................................................................. 4

2. Recognition flow chart and Application Process ............................................................ 6

3. Glossary ....................................................................................................................... 7

4. Information for Assessors and Students ........................................................................ 9

5. Recognition Guides ..................................................................................................... 16

6. CT - RPL Application Form ........................................................................................... 23

www.polestarpilates.edu.au

Note: The contents of this Tool Kit, are copyright Polestar Pilates Australia Pty Ltd. This

document may not be copied in whole or in part, nor passed to a third party without the express

written permission of Polestar Pilates Australia Pty Ltd.

Version 1.0

Version Control and amendment history

Version no. Release Date Details

Version 1 01 February 2016

Version 1.1 03 February 2016 Upgrade information added

Certificate IV - 10520NAT_RPL Tool Kit_V1.1 © Polestar Pilates Australia - RTO No. 91620 3

Using the Recognition Tool

Welcome to the 10520NAT- Certificate IV in Polestar Pilates Matwork Instruction Method. The

recognition tool has been developed to assist students to achieve this qualification through recognition

of their existing skills, experiences and qualifications. The intent of the recognition tool is to provide

easy to understand and user-friendly materials to assist with gathering evidence to demonstrate

competency.

The Recognition Tool is divided into the following sections:

Section 1: Introduction

This section provides an introduction to the nationally recognised qualification10520NAT- Certificate IV

in Polestar Pilates Matwork Instruction Method. Details of the course outcome, entry requirements and

packaging rules are provided.

Section 2: Recognition Flow Chart and Application Process

This section provides clearly lists the process for applying for Recognised Prior Learning RPL.

Section 3: Glossary

This introduces assessors and students on commonly used terms and definitions in the vocational

education and training (VET) sector in regards to recognition and assessment.

Section 4: Information for assessors and students

This section provides information for assessors and students on competency and recognition of prior

learning. Advice is given on how students should evidence their skills and experience.

Section 5: Unit Recognition

In this section each compulsory unit is provided. Each unit is described with the critical aspects of

assessment outlined. Suggestions for evidence enable the student to prepare and gather evidence for

assessment and submission.

Section 6: Credit Transfer and Recognition of Prior Learning

Polestar Pilates Australia has a policy which recognises the skills and knowledge that a candidate has

gained via other forms of study and formal training. Polestar Pilates Australia will formally assess your

skills and knowledge through credit transfer and recognition of prior learning


1. Introduction

10520NAT- Certificate IV in Polestar Pilates Matwork Instruction Method

The nationally recognised qualification 10520NAT- Certificate IV in Polestar Pilates Matwork Instruction

Method comprises of units from the HLT07 Health Training package.

1.1 Course Outcomes

10520NAT- Certificate IV in Polestar Pilates Matwork Instruction Method (duration 6 -12 months). This

qualification covers workers who work as Pilates group matwork instructors. It provides skills in Pilates

Principles, program design, exercise sequencing techniques and practice with emphasis on group

dynamics for the Pilates Matwork. They will also acquire verbal, tactile and combined cueing practices to

facilitate motor learning. Graduates will be competent to work with healthy clients in group settings.

1.2 Employment Pathway

After achieving the qualification 10520NAT- Certificate IV in Polestar Pilates Matwork Instruction

Method, candidates will have achieved the skills to obtain the following occupational position as a

Pilates matwork group instructor. Graduates will be able to instruct Matwork classes in a Pilates Studio,

small group session (semi or private); gym group classes; health centre group classes; home and

corporate environment.

1.3 Pathways from the Qualification

After achieving the qualification 10520NAT- Certificate IV in Polestar Pilates Matwork Instruction

Method, students may choose to undertake the 10521NAT- Diploma of Polestar Pilates Studio and

Rehabilitation Method.

1.4 Entry Requirements for Domestic Students

Applicants 18 years and above who have satisfactorily completed year 12 or equivalent and have a good

understanding of Pilates (we recommend completing a minimum of 30 hours of personal Pilates practice

either in private or group sessions. This may include matwork and studio work). This course does not

contain limitations on access and equity, however it reserves the right to refuse an application if there is

reasonable evidence to suggest that the applicant is physically incapable of carrying out the necessary

requirements of Pilates training practice.


1.5 Packaging rules

11 Units of competency and clinical training hours are required for the successful completion of this

qualification, including:

7 Academic Units

4 specialisation Units

Clinical training component 130 hours (practice teaching, observation & self-mastery)

The following table outlines the Units of competency that make up the Certificate IV in Polestar

Pilates Matwork Instruction Method. The course is delivered over four two-day courses

(Saturday & Sunday).

The courses must be taken in the following order: PP, M1, M2, M3

Unit Code Unit Name Polestar ID

PSPPMA401A Apply the Polestar Pilates Principles and Postural assessment framework

PP

PSPMAT401A Plan and instruct a beginner Polestar Pilates matwork class M1

PSPMAT402A Plan and instruct an intermediate to advanced Polestar Pilates matwork class

M2

PSPMAT403A Plan and instruct Polestar Pilates matwork using small apparatus M3

HLTAID003A Provide First Aid * (To be completed externally) Academic

HLTAP301B Recognise Healthy Body Systems in a Health Care Context ** (Not included in course fees. Can be completed online with Polestar Australia)

Academic

HLTWHS300A Contribute to WHS processes Academic

HLTHIR301C Communicate and work effectively in health Academic

HLTHIR403C Work effectively with culturally diverse clients and co-workers Academic

CHCAC318B Work effectively with older people Academic

PSPIND401A Work within the Pilates Industry Academic


2. Recognition flow chart and Application Process


3. Glossary

Term Definition

Assessment This is the process where a judgement is made about the students’ skills and/or knowledge. The decision is (usually) based on evidence that the student can provide in their portfolio or demonstrate in an activity.

Assessor This is the person who will make the decision about the student’s competence in one or more units. The person will be qualified in the area in which the assessment is being made.

Authenticity This is one of the requirements that apply to the evidence a student supplies in their portfolio. It must all be genuine and have been verified as their own work. To be authentic, all copies of evidence, photographs and entries in work journals, for example, should be signed and dated by a supervisor, Justice of the Peace or a registered person of the court.

Professional Conversation

Polestar Education might conduct a professional conversation with the student to better assess their knowledge and skills in the units they are seeking recognition for.

Competence This is the student’s ability to perform tasks or demonstrate knowledge to the standard required in the workplace

Currency This is another requirement that applies to evidence the student supplies in their portfolio. All evidence must be recent - generally, no more than 3 years old. If older than this, the student might not remember how to perform certain tasks or the tasks (or the technology used to perform them) might have changed.

Evidence This refers to the items a student can include in a portfolio to prove they know or can do specific things. They might include certificates, letters of recommendation (from employers or clients), photographs, video evidence and/or a completed work journal. Information on collecting evidence will be provided in Section 3

National Recognition

If a student has successfully studied a particular unit of competency through another training organisation, they do not have to repeat the same unit in their Polestar Education studies.

Recognition Portfolio

This is the portfolio a student will put together to apply for recognition. Students submit this directly to the Compliance Manager for assessment. It will contain copies of evidence, photos and certificates, the originals are permanently kept in personal skills portfolios. All copies of evidences in recognition portfolios must be signed and dated to show authenticity.

Self-Assessment Self-assessment means that the student identifies whether they are or are not yet competent in the units of competency for which they are applying for recognition. Self-assessment is only an indication of student competence. An assessor needs to formally assess the students in order to grant recognition.


Term Definition

Skills Portfolio This is the student’s permanent and life-long collection of original certificates, letters, testimonials and other significant evidence they receive in the workplace. These are the main forms of evidence that will prove their achievements in workplace. Students place verified copies of evidence in their recognition portfolio to make their application.

Sufficiency This is another requirement for the evidence student’s supply in their portfolio. It relates to whether it is enough. A minimum of two (2) pieces of evidence is usually required to prove competence in any one unit of competency.

Unit of Competency

This is the name given to the individual units that make up a Training Package. Each is written by a team of industry experts and states exactly what you should be able to do in the workplace. They are broken down into individual ‘elements’ or skills involved in performing a particular task. Teachers use units of competency as a basis for teaching.

Validity This occurs when the assessment process assesses what it claims to assess, where the evidence collected is relevant to the units of competency concerned and demonstrates that the competencies described have been met.


4. Information for Assessors and Students

The section will provide general information about the 10520NAT- Certificate IV in Polestar Pilates

Matwork Instruction Method and the process of gathering evidence for recognition against the units of

competency within the qualification. It provides information about the evidence the student will be

required to collect.

4.1 Demonstrating Competency

Competency standards are often referred to as units of competency and they can be found in a Training

Package. Each unit of competency is in turn broken down into smaller parts, called elements and

performance criteria. These are what assessors use when they are judging whether or not someone is

competent.

Competency standards describe what the industry accepts as effective performance in the workplace.

This includes the skills and knowledge a worker needs to do a job. Key competencies and employability

skills are integrated into the qualification and include collecting, analysing and organising information,

communicating ideas and information, planning and organising activities, working with others and in

teams, using mathematical ideas and techniques, solving problems, using technology and cultural

understanding.

Being competent means:

knowing how to do a job

understanding why the job should be done that way

being able to do different tasks at the same time

dealing with everyday problems that occur in the job

understanding workplace policies and procedures

fitting in with others in the workplace

Assessors will want to be convinced that the student can do these things not just once, but all the time -

even when things are not going smoothly.


4.2 Recognition of Prior Learning (RPL)

Recognition of RPL is an assessment process which acknowledges a student’s previous learning, skills

and experience towards a national qualification. Recognition is a process to recognise students’ skills

and knowledge based on evidence of their past achievements or through demonstrating their abilities.

This tool provides a framework to prepare students for this process and assist them to prepare

themselves and their evidence. Documenting skills and experiences organises evidence into a logical

structure for assessors. The benefit of recognition is to reduce unnecessary repetition of previous

learning, to achieve qualifications in less time and to gain entry into a higher qualification.

The Health services industry recognises that competency can be achieved through:

Formal or informal training

Work experience

General life experience

Any combination of the above

All assessment pathways must incorporate RPL which allows competencies held by individuals to be

formally benchmarked against the health services competency standards.

RPL is offered to all students who are seeking recognition against the health services competency

standards with 100% RPL up-front assessment possible for Academic Units.

4.3 Requirements for Supporting Evidence

The Assessor will require all the supporting evidence from students to be:

Valid - Does the evidence relate directly to the unit/s of competency being assessed?

Sufficient - Is there enough evidence to cover all the parts of the competency unit?

Authentic - Can the student demonstrate that the evidence provided is their work and not that

of someone else? Copies of workplace evidence must be verified as their own work by their

supervisor or clearly indicate their contribution. Copies of formal evidence must be verified as

authentic against the originals by the assessor, Justice of the Peace or a registered person of the

court.

Current - Does the evidence provided by the student demonstrate that they can currently apply

their skills and knowledge?


4.3.1 Collecting Evidence

There is no single way to approach the gathering of evidence. To be granted advanced standing for a

specific unit/s of competency the applicant must meet the requirement of the skills and knowledge of

that unit/s of competency. Evidence of competency must be provided in a manner that enables an

assessor to readily ascertain the applicant having met such requirements.

There are four (4) types of evidence:

1. Direct evidence

2. Indirect evidence

3. Personal statements

4. Supplementary evidence

4.3.2 Direct Evidence

This reflects the applicants own work and could include:

record keeping systems

operation schedules

spreadsheets developed

correspondence (letters, memos, fax messages and emails) applicant has written

diary notes applicant has made

completed job cards for work that applicant has done during applicant normal work activities

job specifications developed by applicant

procedures

monthly, annual or financial reports

business plans

appraisals or team reviews that applicant has completed

videos of applicant work

photographic evidence of applicant work.

Direct evidence is anything that the applicant has either produced themselves or for which they have

been primarily responsible.


4.3.3 Indirect Evidence

This is information gathered from others about the applicant, and could include:

magazine or newspaper articles about applicant

prizes, certificates or other forms of commendation

minutes of meetings which contain information on the applicant’s participation and

performance in specific activities

letters of appreciation from clients or work colleagues

references from previous employers

video recordings/photographs of activities the applicant has undertaken which can be verified

by a third party reports and testimonials.

Indirect evidence is anything reflecting the value of work produced by the applicant or the role that

confirms the applicant’s ability to perform in the context of the competencies for which they are seeking

RPL.

This is the applicant’s opportunity to consider the evidence that could be provided. The applicant should

be prepared to supply examples of their work history if available - if not, this should not deter the

applicant from seeking RPL, as the Assessor will work with each applicant throughout the RPL process

and give advice on evidence that may be appropriate to the application.

4.3.4 Personal Statement

A personal statement plays many important roles in helping the applicant prove their application.

It gives the applicant the opportunity to explain the evidence that is specific to the applicants

own work situation or industry so that the assessor can understand it and match it against the

criteria for the course.

It helps the applicant highlight the knowledge and understanding required to do their job.

It also gives the applicant an opportunity to explain why they did what they did.

The personal statement is a concise description of the applicants work activities and the

functions they carried out, and should be related to the competencies within the unit/units of

competency. It reflects the actions the applicant took, their knowledge and understanding.


The personal statement should include:

a brief description of the context (situations and circumstances) in which the applicant carried

out the work

details of activities the applicant undertook

an explanation of the planning processes used

an explanation as to why the applicant made certain decisions, and the factors which influenced

the outcome; for example, was it necessary to follow company policy or any specific legislation?

What underlying principles were applied? Relate any applicable theories to the evidence

the decisions regarding follow-up of the outcomes of the applicants activities

any other similar situations the applicant handled relevant to the RPL.

4.3.5 Supplementary Evidence

By asking a supervisor, employer, manager or other relevant referee to complete a Third Party Report,

they will be providing valuable evidence confirming the work experience, skills and knowledge that the

applicant has demonstrated in the performance of their work or other activities relevant to the unit/s of

competency. The applicant’s referees may be contacted for confirmation of information given.

4.3.6 What are the Critical Elements of Third Party Reports?

a statement explaining the third party’s professional relationship to the applicant; for example,

workplace supervisor, colleague, line manager

contact details

a description of the specific activity/activities carried out by the applicant relevant to the unit/s

of competency

a summary of when, and in what context, the activity was observed

4.4 Methods of Assessment

A number of ways in which students might demonstrate their competence is identified in the column

headed ‘Suggested supporting evidence’ in Section 4 ‘Recognition Guides.’

Validated evidence could include (but is not limited to):

questioning

interviewing

reports

skill demonstration

supervisor’s reports


third party reports

work based projects

workplace evidence

4.4.1 Professional Conversations

Professional conversations provide examples of questions that an assessor may ask in order to clarify or

expand on the evidence a student has provided. Assessors are also able to ask additional questions.

4.4.2 Using supporting evidence more than once

As there are overlaps between units of competency, one piece of supporting evidence may be able to be

used for than one unit of competency. This is why we have clustered groups of similar competencies - to

reduce overlaps and make the student task of providing supporting evidence easier.

4.5 Confidentiality and Privacy

Confidentiality and respecting client’s rights to privacy and dignity are of utmost importance. This needs

to be adhered to at all. Any identifying information about a client needs to be removed from the

evidence or a student must supply written consent from the client to use their material.

4.6 Reasonable Adjustment

Reasonable adjustment is designed to ensure that all people are treated equally in the assessment

process. This means that, wherever possible, ‘reasonable’ adjustments are made to this assessment

process to meet the individual needs of students.

Reasonable adjustments should be based upon the individual’s needs and abilities. This may involve

providing interpreters for students from culturally and linguistically diverse (CALD) backgrounds,

installing ramps for wheelchairs, adjustable desks for people with physical disabilities or offering online

assessment for students in remote locations. Other adjustments may include personal assistants,

additional tutorial assistance, additional time for assessments, technology such as speech synthesisers

or computers software or assistance with managing stress and anxiety.


4.7 Clustering of Units

The clustering of units reflects the grouping of competencies, as they would be demonstrated in the

workplace.

Cluster 1: Foundation skills

HLTAP301B: Recognise healthy body systems in a health care context

HLTHIR301C: Communicate & work effectively in health

HLTHIR43C: Work effectively with culturally diverse clients & co-workers

CHCAC318B: Work effectively with older people

Cluster 2: Safety in the Pilates industry

PSPIND401A: Work within the Pilates Industry

HLTWHS300A: Contribute to WHS processes

HLTAID003: Provide first aid (externally completed unit)


5. Recognition Guides In this section each compulsory unit is provided. Each unit is described with the critical aspects of

assessment outlined. Suggestions for evidence enable the student to prepare and gather evidence for

assessment.

5.1 Cluster 1 – Foundation Skills

HLTAP301B: Recognise Healthy body systems in a health care context

Unit description: This unit of competency describes the basic knowledge of anatomy and physiology required to recognise body systems and their components and to identify and refer alterations associated with the functioning of the human body in the context of health care work. http://training.gov.au/Training/Details/HLTAP301B

Critical Aspects of Assessment

Refer also to the performance criteria and essential skills & knowledge (link above)

Suggested Supporting Evidence

Assessor’s Validation of Evidence

(Assessor uses this column)

Outcomes


1. Apply knowledge of the basic structure of the healthy human body

2. Apply basic knowledge of factors that support healthy functioning of the body

Supervisor’s report

Third party report

Client

Assessment questionnaire

Client observation sheets

Treatment plans

Client progress notes

Workplace documents

Interviewing

Reports

Questioning

Skills demonstration

Workplace documents

Competent

Skills gap training

Further information required

Assessor Name:

Assessor Signature: Date:

http://training.gov.au/Training/Details/HLTAP301B


HLTHIR301C: Communicate & work effectively in health

Unit description: This unit of competency describes the skills and knowledge required to work effectively in a health setting with clients, staff, visitors, suppliers and others to meet established work requirements. http://training.gov.au/Training/Details/HLTHIR301C






Outcomes


1. Work ethically

2. Communicate effectively in a health settings

3. Practice high standards of personal hygiene

4. Promote a positive approach to health

5. Maintain professional work standards

6. Work effectively within the health care system

7. Take responsibility for personal skill development


Third party report

Assessment questionnaire

Position description

Formal evaluation tools

Publications

Presentations

Policies & procedures manual

Personal skill development plan

Interviewing

Reports

Questioning


Workplace documents

Other evidence:

(Please specify)

Competent

Skills gap training


Assessor Name:


http://training.gov.au/Training/Details/HLTHIR301C


HLTHIR403C: Work effectively with culturally diverse clients & co-workers

Unit description: This unit deals with the cultural awareness required for effective communication and cooperation with persons of diverse cultures. http://training.gov.au/Training/Details/HLTHIR403C






Outcomes


1. Reflect cultural awareness in work practice

2. Accept cultural diversity as a basis for effective work place and professional relationships

3. Communicate effectively with culturally diverse persons

4. Resolve cross-cultural misunderstandings


Third party report

Client notes

Publications

Planning documents

Group activity documents


Workplace documents

Interviewing

Reports

Questioning


Workplace documents

Competent

Skills Gap training


Assessor Name:


http://training.gov.au/Training/Details/HLTHIR403C


CHCAC318BB Work effectively with older people

Unit description: This unit describes the skills and knowledge required by the worker to perform work that reflects understanding of the structure and profile of the residential aged care sector, the home and community sector and key issues facing older people in the community. http://training.gov.au/Training/Details/CHCAC318B






Outcomes


1. Apply understanding of the structure and profile of the residential aged care sector

2. Apply understanding of the home and community care sector

3. Demonstrate commitment to the philosophy of 'positive ageing'

4. Apply understanding of the physical and psychosocial aspects of ageing

5. Apply understanding of changes associated with ageing

6. Support the rights and interests of the older person

7. Support the older person who is experiencing loss and grief

8. Deliver services within a quality framework

Direct questioning

Third party workplace reports

Client notes

Publications

Planning documents

Group activity documents


Interviewing

Reports

Questioning

Skill/case study demonstration

Workplace documents

Competent

Skills gap training


Assessor Name:


http://training.gov.au/Training/Details/CHCAC318B


5.2 Cluster 2 – Safety in the Pilates Industry

PSPIND401A: Work within the Pilates Industry

Unit description: This Unit describes the skills and knowledge required to work effectively within the Pilates industry as a professional dealing with a range of clients and offering Polestar Pilates programs and services in different settings..






Outcomes


1. Work in the context of Professional Pilates practice.

2. Represent the Pilates Industry to the community

3. Record client information.

4. 4. Maintain and operate equipment


Third party report

Resume

Job description

Clinic guidelines

Workplace documents (roster, allocated clients, client files)


Interviewing

Reports

Questioning


Workplace documents

Competent

Skills Gap training


Assessor Name:



HLTWHS300A: Contribute to WHS processes

Unit description: This unit specifies the workplace performance required by a worker to contribute to work health and safety (WHS) processes where there is responsibility for own work outputs and possibly limited responsibility for the work output of others. http://training.gov.au/Training/Details/HLTWHS300A






Outcomes


1. Plan & Conduct work safely

2. Support others in working safely

3. Contribute to WHS participative processes

4. Contribute to hazard identification, WHS risk assessment and risk control activities

5. Participate in control of Emergency situations


Third party report

Clinic guidelines

Publications

Workplace documents

Presentations


Interviewing

Reports

Questioning


Workplace documents

Competent

Skills Gap training


Assessor Name:


http://training.gov.au/Training/Details/HLTWHS300A


HLTFA301C: Apply First Aid – External Unit

Unit description: This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance






Outcomes


1. Assess the situation

2. Apply first aid procedures

3. Communicate details of the incident

4. Evaluate own performance


Third party report

Clinic guidelines

Workplace documents


Interviewing

Reports

Questioning


Workplace documents

Competent

Skills Gap training


Assessor Name:



6. CT - RPL Application Form

Polestar Pilates Australia has a policy which recognises the skills and knowledge that a candidate has

gained via other forms of study and formal training. Polestar Pilates Australia will formally assess this

knowledge through the following methods:

6.1 Credit Transfer (CT)

Credit Transfer allows students to count successfully completed studies achieved through other formal

learning institutions towards their Polestar Australia course. For credit to be applied evidence of

equivalence in content and learning outcomes between the Unit codes must be submitted and

demonstrated.

FEES: There are NO fees associated with Credit Transfer (CT). If the requested Academic Units are

approved by our Assessment Team a reduction in your Course Fees will be applied based on those

Academic Units approved.

6.2 Recognition of Prior Learning (RPL)

Recognition of prior learning is a process that involves assessment of an individual’s relevant prior

learning (including formal, informal and non-formal learning) to determine the outcomes of an

individual’s application for recognition against the Polestar Australia Academic Units.

FEES: There is a standard application fee of $50 per Academic Unit. Note this cost is in addition to course

fees and is due for payment at submission of your RPL Application to Polestar Australia. If after

submission one week prior to commencement of the first face to face seminar, the requested Academic

Units are approved by our Assessment Team, a reduced course cost will be reflected in your payment

plan.

NOTE:

Once a complete portfolio of evidence has been submitted, the Assessment Team will review your application. This can take up to 2 weeks depending on number of applications currently being processed

Polestar Pilates Australia will only consider applications for CT (Credit Transfer) & RPL (Recognised Prior Learning) up to 1-week PRIOR to face to face seminar commencement

Instructions:

Please complete all sections of the following application form.

Clearly list all Academic Units in the Certificate IV that you are applying for either Credit Transfer or RPL in

Submit the application form with all supporting evidence where requested within the Toolkit

Only send copies of documentation NOT originals


UPGRADE COURSES

If you are student from 2014 or 2015 first intake you will be able to register for the upgrade course.

If you are an existing student from 2013 who registered and completed either the old Certificate IV will

need to complete the new Certificate IV (10520NAT) Upgrade Course in 2016 to qualify and receive your

final certifications. Units completed as part of the old courses will be recognized and transferred across

a Credit Transfer. There will be NO upgrade charge for students who registered in 2013. To qualify for

this free upgrade, you must have registered and paid for your course in either February 2013 OR July

2013 intakes ONLY.

If you are a student from PRIOR to 2013 who registered for a Certificate IV and have NOT yet

completed your course, you will need to complete the upgrade to qualify for the new Polestar

Certificate IV (10520NAT). You will receive Credit Transfer for Units of Competence previously

completed. Upgrade fees will apply for completion of academic units.

If you are a Polestar Graduate and would like to upgrade to the Nationally Recognised Polestar

Certificate IV (10520NAT), you will be able to register for the upgrade courses as they are released. Units

already completed will be recognized and transferred across as a Credit Transfer. Upgrade fees will

apply for completion of academic units. Please note your current qualification is still recognised for your

professional pathway to a career in Pilates.

You will be eligible for a fee reduction if you apply for CT/RPL before you start your Upgrade course!

Applications for RPL which are received prior to the commencement of your upgrade course, are eligible

for a tuition discount. You will need to submit your CT/RPL portfolio of evidence to be assessed at the

same time as you enrol into each upgrade course to be eligible for a reduction in fees.

If additional CT/RPL is submitted to Polestar Australia after the commencement of your academic units

no reduction of upgrade fees will be applied.


CONTACT INFORMATION:

NAME:

ADDRESS:

CITY: STATE: POSTCODE:

PHONE: HOME: MOBILE:

E-MAIL:

COURSE TO BE ENROLLED IN: (PLEASE LIST THE POLESTAR COURSE/S YOU ARE APPLYING FOR RPL AGAINST)

COURSE NAME LOCATION DATE OF COMMENCEMENT

CERTIFICATE IV POLESTAR PILATES MATWORK INSTRUCTION METHOD (10520NAT)

I WISH TO APPLY FOR CREDIT TRANSFER OR RPL IN THE FOLLOWING UNITS:

UNIT NAME & CODE

CT or RPL

EVIDENCE PROVIDED

QUALIFICATION

(CERTIFICATE COPY)

OTHER

(SPECIFY)

Documents

RPL - RECOGNITION TOOL KIT CERTIFICATE ... - Polestar Pilatespolestarpilates.edu.au/wp-content/uploads/2015/12/Certificate-IV... · rpl - recognition tool kit certificate iv in polestar