Training and Assessment TAE40116 Certificate IV in Training and Assessment RTO code: 60142 Page 1 of 16
Contents Information for learners... 4 Who this program is aimed at?... 4 What units are in this program?... 4 Qualification Enrolment Fee and the Learning Resource Fee:... 6 Enrolment... 6 Concession... 6 Important information in Relation to Fees... 7 Withdrawal from program.... 7 How is this program delivered?... 8 How long will this program take to complete?... 9 How will I be assessed?... 9 Recognition of Prior Learning... 12 Credit for partial completion of TAE40110 to TAE40116... 12 Full Qualification Schedule: North... 13 Full Qualification Schedule: South... 14 What skills and knowledge do I need to have before I can consider this program?... 15 Application process... 16 What s next?... 16 Page 2 of 16
Contacts Administration Statewide Jackie Murfet 20 Valley Road DEVONPORT TAS 7310 Phone 03 6478 4267 Email jacqueline.murfet@tastafe.tas.edu.au Teachers Launceston Julie Woolcock Phone: 03 6777 2492 or 0400 670 714 Email: julie.woolcock@tastafe.tas.edu.au Hobart Bernadette Henry Phone: 03 6165 5814 Email: bernadette.henry@tastafe.tas.edu.au Page 3 of 16
Information for learners Thank you for your interest in. The TAE40116 Certificate IV in Training and Assessment is a crucial qualification that impacts on the quality of delivery and assessment throughout the VET system. This information gives you an overview, including how the program will be delivered and assessed, and what skills and knowledge you must have before starting the program. Those entering this program must be able to demonstrate vocational competency in their proposed teaching and assessing area. Vocational competency is defined as broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification. Who this program is aimed at? The is designed for individuals who deliver training and assessment in the Vocational Education and Training (VET) sector. This qualification (or the skill sets derived from units of competency within it) is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. If you are delivering training and assessment in a workplace context, skill sets or clusters of units may be more appropriate than completing the full qualification. If you are unsure about your need to do skill sets or the full qualification, read the information in this document and then contact the relevant teacher in your area to discuss further. What units are in this program? There are 10 units required to complete this qualification 9 core units and 1 elective. The sequence of units offered through TasTAFE is: TAEDES402 Use training packages and accredited courses to meet client needs (core) This unit is about the skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. It is relevant to trainers who are working in or with training and/or assessment organisations as an entrylevel trainer, teacher, facilitator or assessor using a pre-defined training product, such as a training package or accredited course. TAEASS401 Plan assessment activities and processes (core) This unit is about the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency based assessment system. It is relevant to trainers with assessment planning responsibilities. In planning activities and processes, trainers are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments/tasks and assessment plans. Page 4 of 16
TAEASS402 Assess competence (core) This unit is about the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a learner using compliant assessment tools. It is relevant for teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing advisory services. TAEASS403 Participate in assessment validation (core) This unit is about the skills and knowledge required to participate in an validation process. It is relevant to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process. TAELLN411 Address adult language, literacy and numeracy skills (core) This unit is about the skills and knowledge a vocational trainer or assessor requires to identiy language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group. It is relevant for trainers, assessors and those who develop resources. TAEASS502 Design and develop assessment tools (core) This unit is about the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment. It is relevant to experienced practitioners responsible for the development and/or delivery of training and assessment products and services. TAEDES401 Design and develop learning programs (core) This unit is about the skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. It will cover the skills and knowledge needed to identify the parameters of a learning program, determine its design, outline the content and review its effectiveness. It is relevant to trainers or facilitators who work under limited supervision to design, or develop, learning programs that are discrete, and provide a planned learning approach that relates to specific learning and training needs, or part of the learning design for a qualification. TAEDEL301 Provide work skill instruction (elective) This unit is about the skills and knowledge required to conduct individual and small group instruction, demonstrate work skills and assess the success of the training and one s own training performance, using existing learning resources in a safe and comfortable learning environment. It emphasises the training as being driven by the work process and context, and applies to a person working under supervision as a work skill instructor in a wide range of settings not restricted to training organisations. TAEDEL402 Plan, organise and facilitate learning in the workplace (core) This unit is about the skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace, using real work activities as the basis for learning. It is relevant to a person working as an entry-level trainer, teacher or facilitator or an employe, team leader or workplace supervisor responsible for guiding learning through work. Page 5 of 16
TAEDEL401 Plan, organise and deliver group based learning (core) This unit is about the skills and knowledge required to plan, organise and deliver training for individuals within a group (at least 8 people). It is relevant to an entry level trainer, teacher or facilitator structuring a learning program developed by others in, or with, a training and assessment organisation. Please refer to the schedule starting on page 13 for further information on how the units are sequenced and clustered. Qualification Enrolment Fee and the Learning Resource Fee: The enrolment fee (GST free) for Cert IV in Training and Assessment are shown below: Full Fees Concession Fees Resources $836 $279 $350 approx Enrolment You are also required to provide proof of identity. To enrol with TasTAFE, you must have a USI (the Australian Government requires all students to hold a unique student identifier (USI) - visit www.usi.gov.au to create your USI. Once enrolled, you will be provided with a Username, Password and relevant information allowing you to access course work. This process can take up to 48 hours. Concession Concession Students may be eligible for a concession if they are: Receiving a Centrelink allowance such as Newstart, Youth Allowance, Disability Support, Pension, Austudy or Abstudy; Listed on a current Centrelink Card as a dependent. A concession requires the student, or parent with a dependent student, to present one of the following: Pensioner Concession Card (Includes PPS, CAR notation); Veterans Affairs Concession Card; Evidence verifying receipt of either Austudy/Abstudy or Youth Allowance; Health Care Card. Page 6 of 16
Important information in Relation to Fees TasTAFE Fee Rate The enrolment fee rate must satisfy the following conditions: An Australian or New Zealand citizen, or A permanent resident of Australia, or Hold a state sponsored visa on a pathway to permanent residence, and Must reside or work in Tasmania, and Be of working age (16-65). Payment of Fees Concession does not apply to or include Learning Resource Fees Upfront payment can be made by EFTPOS, credit card, cash or cheque Alternative payment options by Instalment Plans can also be accessed Sponsorship may be applicable for fee payment through agreement with a relevant sponsor, such as a Job Network Agency or Employer Further information on fee payment eligibility and options can be discussed with your enrolling teacher. N.B. You can discuss fees and payments, including our refund policy, prior to enrolment, or further information is available at: http://www.tastafe.tas.edu.au/future/fees-and-payments/ Withdrawal from program. If a participant wishes to withdraw from the program for some reason, there is a refund process. Participants are eligible for a refund if they meet both criteria for withdrawing: withdraw prior to undertaking less than 20% of the program for the current year of study. The withdrawal period date is clearly printed on the Confirmation of Course Selection form issued following completion of enrolment and they have not successfully completed a unit Participants must initiate the withdrawal process with their teacher. The preferred method is through email advising the teacher they wish to withdraw from the program. However, if the request is made after the withdrawal date or following successful completion of a unit within this period, the student may still initiate a withdrawal from the program but will be required to pay the associated enrolment fee. Teachers may also initiate withdrawal from the program when a student has not participated for a period of 4 weeks without any contact. In the first instance after this 4 week period, the teacher will endeavour to make contact with the student, but if the student cannot be contacted, the situation will be assessed after a further two weeks and the teacher will then record a withdrawal if there has been no contact. Page 7 of 16
How is this program delivered? TasTAFE is delivered as a blended learning program consisting of: Guided online learning (some to be completed prior to the face-to-face workshops and some to be completed after the face-to-face workshops) Face-to-face workshops Guided learning activities Self directed learning activities Following acceptance into the program, you will be required to attend an induction session on campus. At this session, you will meet your teacher and fellow learners. You will be given further information about the program schedule and an overview of the units and assessment requirements. You will also be given further information about studying with TasTAFE and provided access to the online resources. Additionally, you will be provided with an introduction to the first unit of the program, TAEDES402 Use training packages and accredited courses to meet client needs. Guided Online learning Prior to attending the face-to-face workshops, it is expected that you work through the introductory interactive resource and complete the nominated online activities. These activities will be discussed during the workshops and the preliminary information will provide you with the underpinning knowledge of the units that will be undertaken in the face-to-face workshops. It will help you to best prepare for the work you will undertake during the face-to-face workshops. After each workshop, there will be more online learning and activities. Face-to-face workshops Fourteen face-to-face workshops are scheduled over a six month period. During these workshops, learners will participate in teacher led and group discussions, and collaborative learning activities. Workshops will run from 9 am to 4 pm, as per the schedule provided on page 13. As a general rule, the workshops occur approximately fortnightly over a 6 month period. Alternatively, you may choose to extend your learning by attending workshops over 12 months. This arrangement can be discussed and negotiated with your teacher at the time of enrolment. Guided Learning sessions These sessions will be scheduled in the days following the face-to-face workshops. The guided learning sessions will provide you with the opportunity to undertake research tasks and activities, work on assessment tasks and seek further instruction and feedback from the teacher. These sessions will be negotiated with learners to ensure dates and times meet your needs and requirements. A schedule of these sessions will be given to you at the time of induction. Page 8 of 16
Self Directed Activities It is expected that you undertake activities and gather evidence for assessment for this program outside of the face-to-face workshops and guided learning activities sessions. You will be required to gather evidence for assessment in your workplace or registered training organisation (RTO), whilst undertaking real work activities. It is important to note that most of the assessment evidence will be obtained and prepared outside of the face-to-face workshops and guided learning sessions. How long will this program take to complete? The volume of learning for is 800 hours. However, an additional 200 hours is required for collection and completion of assessment evidence. As a guide, most learners will take between nine (9) and eighteen (18) months to complete. You may like to consider doing the workshops over 12 months. How will I be assessed? You will gather the evidence required for each unit s assessment in a workplace or registered training organisation (RTO), using real work activities. Most of the guided assessment evidence will be obtained and prepared outside of face-to-face workshop and guided learning sessions. Below is a summary table of the evidence requirements for each unit you will be provided with detailed assessment documents during your workshops. Unit of competency Evidence requirements Example evidence for portfolio TAEDES402 Use Analysis of 2 different training training packages and accredited courses to meet client needs Using two (2) training packages and accredited courses as tools to support industry, organisation and individual competency development needs packages (template provided), showing consultation with client Research Australian vocational education and training websites (template provided) TAEASS401 Plan assessment activities and processes Planning the assessment process five (5) times, including recognition of prior learning (RPL), in a competency-based assessment system In planning activities and processes, you will identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans Responses to questions Assessment plans for five (5) units of competency (template provided) Assessment instruments for the five units of competency (templates provided) Assessment matrix for five units of competency (template provided) Evidence of reviewing assessment documents (template provided) Responses to questions Page 9 of 16
TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAELLN411 Address adult language, literacy and numeracy skills Implementing assessment plans, and gathering quality evidence to assess the competence of five (5) learners using compliant assessment tools participating in three (3) assessment validation processes identifying language, literacy and numeracy (LLN) skill requirements of training and the work environment using resources and strategies that meet the needs of the learner group Developing resources and instructional and assessment strategies to use with learners who may have language, literacy and numeracy problems Completed assessments for five (5) learners Recording of results (template provided) Third party report confirming communication and assessing skills (template provided) Learner and stakeholder feedback (template provided) Self-reflection (template provided) Responses to questions Validation reports for three (3) different validation sessions Third party report confirming participation in validation meetings Assessment documents used in validation sessions with suggested improvements Responses to questions Analysis of a unit of competency or training specification for LLN skills and relating this to the work environment Analysis of VET students for LLN skills using a validated LLN assessment Resources suitable for learners with LLN issues Instructional and assessment strategies for learners with LLN issues Sourcing LLN specialists to use with learners if required Observation/third party verification of teaching and/or assessing using LLN strategies Reflection on teaching and actions to improve teaching and assessment practices Responses to questions Page 10 of 16
TAEASS502 Design and develop assessment tools TAEDES401 Design and develop learning programs TAEDEL301 Provide work skill instruction TAEDEL402 Plan, organise and facilitate learning in the workplace designing and developing assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment conceptualising, designing, developing and reviewing two (2) learning programs to meet an identified need for a group of learners identifying the parameters of a learning program, determining its design, outline the content, and reviewing its effectiveness conducting individual and group instruction, demonstrating work skills and assessing the success of training and one s own training performance, using existing learning resources in a safe and comfortable learning environment. planning, organising and facilitating learning for individuals in a workplace, using real work activities as the basis for learning Assessment plans for three (3) units of competency Assessment instruments for the three (3) units of competency Assessing guides for the three (3) units of competency Assessment matrix for the three (3) units of competency Report on the trialling and testing of the three (3) assessment tools Responses to questions Two (2) learning programs that have been designed and developed to meet a client need for a group of learners Responses to questions Learner profile for the learners undertaking the work skill sessions Delivery plans for three (3) skills sessions Observation/third party report for the three (3) skills sessions Resources used in the three (3) skills sessions Learner feedback from the three (3) skills sessions Self-reflection on the three (3) skills sessions Responses to questions Learning pathway plans for two (2) individuals in a workplace Delivery plans/meeting notes of the workplace learning Observation/third party forms confirming the workplace learning sessions Feedback forms from the workplace learners Self-reflection on the workplace learning sessions Responses to questions Page 11 of 16
TAEDEL401 Plan, organise and deliver group based learning planning, organising and delivering training for individuals within a group Session plans for the 3 x 40 minute group training Resources used in the group training Observation/third party forms confirming the group training Feedback from learners Self-reflection on the group training sessions Responses to questions Recognition of Prior Learning For you to achieve recognition, you need to have evidence that matches the criteria for TAE40116 Certificate IV in Training and Assessment. This may come from your current workplace training and assessing role and may include: 1. Portfolio of work samples (such as session plans, resources, assessment plans, assessment instruments, learning programs etc to assess your performance evidence) 2. Written responses to questions or competency conversation to assess your knowledge evidence 3. Third party observation (to verify your workplace performance and knowledge evidence) A recognition assessment is available to guide you through this process. Credit for partial completion of TAE40110 to TAE40116 If you have completed some of the units from the TAE40110. You will may be able to get a credit transfer for the following core units depending on currency of skills: TAEASS402 Assess competence TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace TAEDEL301 Provide work skill instruction TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs TAELLN411 Address adult language, literacy and numeracy skills If you have completed the following two units, which are not equivalent, learners will be required to provide evidence either through recognition or training. TAEASS401 Plan assessment activities and processes TAEASS403 Participate in assessment validation You will also need to complete TAEASS502 Design and develop assessment tools which is a core unit, if you have completed TAEASS502B Design and develop assessment tools you may get credit depending on currency of skills. Page 12 of 16
Full Qualification Schedule: North Workshops are held from 9.00 am 4.00 pm over 6 months. All workshops are held at Alanvale campus. Unit List Semester 1 Dates Semester 2 Dates Induction (9 am 12 noon) 22 Feb 2018 12 Jul /2018 TAEDES402 Use training packages and accredited courses to meet client needs (core) 01 Mar 2018 19 Jul 2018 TAEASS401 Plan assessment activities and processes(core) 14 Mar 2018 01Aug 2018 TAEASS402 TAEASS403 Assess competence (core) Participate in assessment validation (core) 15 Mar 2018 22 Mar2018 28 Mar 2018 02 Aug 2018 15 Aug 2018 22 Aug 2018 TAELLN411 Address adult language, literacy and numeracy skills (core) 18 Apr 2018 19 April 2018 TAEASS502 Design and develop assessment tools (core) 02 May 2018 03 May 2018 19 Sept 2018 20 September 2018 03 Oct 2018 04 Oct 2018 TAEDES401 Design and develop learning programs (core) 16 May 2018 17 Oct 2018 TAEDEL301 Provide work skill instruction (elective) 30 May 2018 06 Jun 2018 24 Oct 2018 31 Oct 2018 TAEDEL402 Plan, organise and facilitate learning in the workplace (core) 27 Jun 2018 14 Nov 2018 TAEDEL401 Plan, organise and deliver group based learning (core) 28 Jun 2018 15 Nov 2018 Following workshop attendance additional teacher guided activities are to be completed to meet the TAE40116 unit requirements. Page 13 of 16
Full Qualification Schedule: South Workshops are held from 9.00 am 4.00 pm over 6 months. All workshops are held at Clarence campus. TasTAFE Unit List Semester 1 Dates Semester 2 Dates Induction (9 am 12 noon) 22 Feb 2018 25 Jul 2018 TAEDES402 Use training packages and accredited courses to meet client needs (core) 28 Feb 2018 01 Aug 2018 TAEASS401 Plan assessment activities and processes(core) 07 Mar2018 08 Aug 2018 TAEASS402 TAEASS403 Assess competence (core) Participate in assessment validation (core) 14 Mar2018 21 Mar2018 28 Mar 2018 09 Aug 2018 22 Aug 2018 23 Aug 2018 TAELLN411 Address adult language, literacy and numeracy skills (core) 18 Apr 2018 19 Apr 2018 TAEASS502 Design and develop assessment tools (core) 02 May 2018 03 May 2018 05 Sept 2018 06 Sept 2018 26 Sept 2018 27 Sept 2018 TAEDES401 Design and develop learning programs (core) 16 May 2018 10 Oct 2018 TAEDEL301 Provide work skill instruction (elective) 23 May 2018 30 May 2018 24 Oct 2018 31 Oct 2018 TAEDEL402 Plan, organise and facilitate learning in the workplace (core) 06 Jun 2018 13 Oct 2018 TAEDEL401 Plan, organise and deliver group based learning (core) 13 Jun 2018 14 Oct 2018 Following workshop attendance additional teacher guided activities are to be completed to meet the TAE40116 unit requirements. Page 14 of 16
What skills and knowledge do I need to have before I can consider this program? 1. You must be able to demonstrate vocational competency in your proposed teaching and assessing area. Vocational competence is broad industry knowledge and experience, and may include holding a relevant unit of competency or qualification 2. You must be in a workplace where you are currently training and assessing or will be able to complete training and assessment. If you are unable to use your own workplace, you will need to negotiate with your teacher how you can meet the assessment requirements prior to enrolling. You may be able to arrange to do training and assessment in a volunteering capacity at a registered training organisation. You will need to organise this yourself, with help from your teacher. 3. Effective language, communication and interpersonal skills are required for successful completion of this program. These skills will be used to complete the following guided tasks as part of your study in this program: research, reading and interpreting of national Training Packages (using the web) develop and prepare learning programs, delivery/sessions using computer applications development and review of assessment instruments, planning, conducting and validating assessments delivery of both one on one, group based and practical work-based learn presentations in a number of contexts using a range of skills writing a range of documents receiving and providing feedback to peers to develop skills conducting assessments, presentations, and training and being observed doing these You will need to have sound information technology skills to: Send and receive emails Navigate around online technology Search online Word process Create simple PowerPoints To ensure your eligibility, you will undergo a application process. Page 15 of 16
Application process Step 1 Complete the registration and application form (provided separately) and send completed form, resume and copies of any certificates that relate to the industry you will be conducting training in to our Administration officer Jacqueline Murfet, contact details are on page 3 of this information booklet. Step 2 Once all your paperwork has been received you will be sent an email invitation (to the email address provided in your application) for you to complete an LLN online component. The level 4 online LLN will take approx 45 mins 1 hr to complete. Step 3 Once you have submitted all required paperwork and completed the level 4 LLN assessment, the teacher will review your application. Step 4 Once the application process has been completed and you have been accepted into the program, your teacher will email you a: Student Details form Course Selection form Sponsorship form and TasTAFE Consent and Disclosure form (if your workplace is sponsoring) We need to have you enrolled in the program at least 1 week prior to the first workshop so that you will be able to access the online learning resource and be able to log on and use a computer for the first workshop. Step 5 In the week of commencement, you will be emailed details of each workshop such as campus, room, what to bring etc. If you are not successful through the application process, you are able to seek feedback from your teacher and will be supported with advice and information regarding other programs and/or pathways you may wish to consider. For full disclosure of TasTAFE student information please go to the following link: https://doccentre.tastafe.tas.edu.au/documentcentre/documents/2016%20student%20handbook.pdf What s next? If you would like to apply to undertake the application forms are available from from our Administration Officer, Jacqueline Murfet jacqueline.murfet@tastafe.tas.edu.au Page 16 of 16 RTO code: 60142 20/11/2017