Indicator 6 — Content and delivery adapted to objectives and audiences
You must design content and delivery arrangements suited to the defined objectives and to the beneficiary audiences: structure, teaching methods, duration, pace and organisation must flow from the objectives and account for the beneficiaries' characteristics.
Applies to: OF · CFA · VAE · CBC
Indicator 6 checks that your instructional design genuinely exists: content, methods and organisation must be built to reach the indicator 5 objectives, and adapted to the audiences you serve. A core indicator with a major non-conformity, it applies to every category of provision and essentially turns on one document: the teaching plan.
What the auditor actually checks on the day
Starting from the announced objectives, the auditor looks for proof that the service can achieve them. They examine:
- the teaching plan (sequence chart): breakdown into sequences, durations, intermediate objectives, methods used (presentation, demonstration, role play, group work), materials and per-sequence assessment;
- content/objective consistency: every operational objective must be covered by at least one sequence; a sequence unrelated to any objective raises questions;
- adaptation to audiences: prerequisites respected, pace adapted (employed learners, job seekers, apprentices), disability accommodations, vocabulary and case studies matched to the beneficiaries' sector;
- delivery arrangements: classroom, synchronous or asynchronous distance learning, work-linked training; for distance learning the auditor examines the scenario design, activities and support — not just a stack of videos;
- category specifics: for VAE and skills assessments, the phased support process; for apprenticeship, a teaching progression articulated with the diploma standards and the periods in company.
Achieving compliance, step by step
- Build a standard teaching plan: one table per service with columns for sequence, duration, target objective, content, method, materials, assessment. This is THE expected document for this indicator.
- Check objective coverage: take each indicator 5 objective and point to the sequence(s) that address it. Fill the gaps or delete orphan objectives.
- Document audience adaptation: note possible variants in the plan (adjusted pace, sector-specific cases, disability accommodations with the disability officer).
- Design distance learning properly: platform, activities, synchronous slots, support arrangements. A videoconference link is not instructional design.
- Date and version your plans: they evolve with session feedback, and that traced evolution also feeds your continuous improvement.
Field advice
First: do not confuse the commercial programme with the teaching plan. The programme is the client-facing document (indicator 1); the plan is your internal design tool, more detailed. Auditors want both — and above all the second.
Second: for a new entrant with no session delivered yet, the indicator is assessed on design documents. A complete teaching plan, consistent with the objectives and visibly built for the target audience, demonstrates compliance. Conversely, a brilliant trainer with nothing written down will be sanctioned: Qualiopi audits evidence, not talent.
Third: pool intelligently. A single plan template, adapted per service, keeps your evidence homogeneous and speeds up each new offer. Finally, remember criterion 2's thread: analysed need (indicator 4), measurable objectives (indicator 5), adapted content (indicator 6). The auditor follows exactly that chain; if it is visible in your documents, the interview becomes a formality.
The evidence the auditor expects
- P.1Detailed teaching plans or sequence charts (sequences, durations, methods, assessments)
- P.2Programmes consistent with the teaching plans and the announced objectives
- P.3Teaching materials in use (slide decks, exercises, case studies, LMS platform)
- P.4Traces of audience adaptation: pace variants, sector-specific cases, disability accommodations
- P.5Learning scenario of distance modules with activities and support arrangements
- P.6For CFAs: teaching progression articulated with the diploma standards and work placement
- P.7Documents describing the phases of a skills assessment or VAE support
Common mistakes in audits
- No teaching plan: only the commercial programme exists
- Sequences with no demonstrable link to the announced operational objectives
- Identical content regardless of audience, level and context, with no documented variant
- Distance learning reduced to videoconference links without scenario design or support
- Unrealistic durations relative to the objectives (too many objectives for one training day)
- Teaching materials untraceable or unfinished on audit day
FAQ — indicator 6
+What does a compliant teaching plan look like for indicator 6?
A sequenced table stating, for each step of the service: duration, target objective, content, teaching method, materials and assessment method. It demonstrates that the service is built to reach the announced objectives and suits the audience.
+What is the difference between the programme and the teaching plan?
The programme is the concise document published to the public and the client, attached to indicator 1. The teaching plan is the internal, more detailed design document proving how the service is built. Indicator 6 is mainly assessed on the plan.
+How do you pass indicator 6 for a 100% distance course?
Present the full scenario: modules, activities, synchronous and asynchronous time, assessment methods, technical assistance and pedagogical support. The auditor checks that the distance offering is genuine instructional design, not mere content hosting.
+Can a new entrant with no delivered session comply with indicator 6?
Yes: the indicator is then assessed on design documents. A polished teaching plan, consistent with the objectives and the target audience, plus ready-to-use materials, is enough to demonstrate compliance at the initial audit.