TAE40110 Certificate IV in Training and Assessment
All classes conducted in Newcastle NSW
| Training Format: | Classroom |
| Duration: | 10 Days |
| Price: | $3,000.00 This course is GST free |
The program that will give trainers and other professionals involved in
training and assessment a formally recognised qualification.
For convenience you can attend courses in either Newcastle or Singleton.
Overview
This qualification reflects the roles of individuals delivering training and assessment
services 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.
Course Objectives
The Certificate IV in Training and Assessment is the national minimum standard formally required by
professionals involved in training and assessment. This course provides all the skills necessary to
conduct training and assessment in a professional manner.
Who should attend
Enterprise and RTO Trainers and Assessors who are experienced but do not hold formal qualifications,
HR practitioners, managers, supervisors, consultants, team leaders or anyone who is involved in training/or assessing.
Course Benefits
- Quality instruction in a classroom setting
- Qualified facilitators offer real-life scenarios and industry experience
- Our industry-experts stay on top of current issues and methods, constantly reviewing our approach for relevance
- Delegates are encouraged to create action plans that they will undertake in their workplace in order to fully capitalise on the newly gained knowledge and skills
- Delegates receive a Learning Guide as a reference tool while in class
- All programs include lunch
Course Learning Guide
- The program covers the seven core units of the qualification a well as three required electives. It allows you to attend modules over a period of time to build your skills in a time frame that suits you. The practical nature of the program includes information sharing, skills practice sessions, peer and instructor feedback and self-assessment were learners reflect on their own performance
- The sessions are highly interactive and practical exercises that ensure that the learning is "felt" as well as understood
Course Assessments
The assessment process:
- Learner presents evidence
- Assessment feedback is given
- If so required, adjustments and supplements are submitted
- A Certificate IV in Training and Assessment (TAE40110) is issued
Course Schedule
| Courses conducted in Newcastle NSW |
| Module |
Days |
Next |
Future |
Current |
| TAEDEL301A Provide work skill instruction (E) |
1 |
23-May-13 | 11-Jul-13 | Delivered |
| BSBCMM401A Make a presentation (E) |
1 |
24-May-13 | 12-Jul-13 | Delivered |
| TAEASS401B Plan assessment activities and processes (C) |
1 |
29-May-13 | 31-Jul-13 | Delivered |
| TAEASS402B Assess competence (C) |
1 |
30-May-13 | 01-Aug-13 | Delivered |
| TAEASS403B Participate in assessment validation (C) |
1 |
31-May-13 | 02-Aug-13 | Delivered |
| TAEDEL404A Mentor in the workplace (E) |
1 |
05-Jun-13 | 07-Aug-13 | Delivered |
| TAEDES402A Use training packages and accredited courses to meet client needs (C) |
1 |
06-Jun-13 | 08-Aug-13 | Delivered |
| TAEDES401A Design and develop learning programs (C) |
1 |
07-Jun-13 | 09-Aug-13 | Delivered |
| TAEDEL401A Plan organise and deliver group based learning (C) |
1 |
20-Jun-13 | 22-Aug-13 | Delivered |
| TAEDEL402A Plan organise and facilitate learning in the workplace (C) |
1 |
21-Jun-13 | 23-Aug-13 | Delivered |
| Presentation Day & Final Catch-up day - All assessments due for completion |
1 |
TBA | TBA | Delivered |
| Courses conducted in Singleton NSW |
| Module |
Days |
Next |
Future |
Current |
| TAEDEL301A Provide work skill instruction (E) |
1 |
TBA | TBA | Delivered |
| BSBCMM401A Make a presentation (E) |
1 |
TBA | TBA | Delivered |
| TAEASS401B Plan assessment activities and processes (C) |
1 |
TBA | TBA | Delivered |
| TAEASS402B Assess competence (C) |
1 |
TBA | TBA | Delivered |
| TAEASS403B Participate in assessment validation (C) |
1 |
TBA | TBA | Delivered |
| TAEDEL404A Mentor in the workplace (E) |
1 |
TBA | TBA | Delivered |
| TAEDES402A Use training packages and accredited courses to meet client needs (C) |
1 |
TBA | TBA | Delivered |
| TAEDES401A Design and develop learning programs (C) |
1 |
TBA | TBA | Delivered |
TAEDEL401A Plan organise and deliver group based learning (C)
TAEDEL402A Plan organise and facilitate learning in the workplace (C)
|
1 |
TBA | TBA | Delivered |
| Presentation Day & Final Catch-up day - All assessments due for completion |
1 |
TBA | TBA | Delivered |
Course Outline
TAEDES402A Use training packages and accredited courses to meet client needs
This unit describes the performance outcomes, skills and knowledge required to conceptualise,
design, develop and review learning programs to meet an identified need for a group of learners.
The unit addresses the skills and knowledge needed to identify the parameters of a learning program,
determine the design, outline the content and review its effectiveness.
Application of Unit
This unit typically applies to a trainer or facilitator who designs or develops learning programs.
A learning program can be discrete, providing a planned learning approach that relates to specific
learning and training needs, or it may form part of the learning design for a qualification.
| Element |
Performance Criteria |
|---|
| 1. Define parameters of the learning program |
1.1 Clarify purpose and type of learning program with key stakeholders
1.2 Access and confirm the competency standards and other training specifications on which to base the learning program
1.3 Identify language, literacy and numeracy requirements of the program
1.4 Identify and consider characteristics of the target learner group
|
| 2. Work within the vocational education and training (VET) policy framework |
2.1 Access relevant VET policies and frameworks, and apply to work practices
2.2 Identify changes to training packages and accredited courses and apply these to program development
2.3 Conduct work according to organisational quality assurance policies and procedures
|
| 3. Develop program content |
3.1 Research, develop and document specific subject matter content according to agreed design options
3.2 Evaluate existing learning resources for content relevance and quality
3.3 Specify assessment requirements of the learning program
|
| 4. Design structure of the learning program |
4.1 Break the learning content into manageable segments and document timeframe for each segment
4.2 Determine and confirm delivery strategies and required assessment methods and tools
4.3 Document complete learning program in line with organisational requirements
4.4 Review complete program with key stakeholders and adjust as required
4.5 Ensure a safe learning progression by analysing risks in the learning environment and including a risk control plan
|
TAEDES401A Design and develop learning programs
This unit describes the performance outcomes, skills and knowledge required to use training packages
and accredited courses as tools to support industry, organisation and individual competency development
needs.
Application of Unit
This unit typically applies to a person working in or with training and/or assessment organisations as
an entry-level trainer, teacher, facilitator or assessor. It assumes that the person is working from a
pre-defined training product, such as a training package or accredited course, and applying that product
to meet client needs.
| Element |
Performance Criteria |
|---|
| 1. Select appropriate training package or accredited course |
1.1 Confirm training and/or assessment needs of client
1.2 Identify and source training packages and/or accredited courses which could satisfy client needs
1.3 Use training products in line with the training and assessment organisation's quality assurance policies and procedures
|
| 2. Analyse and interpret the qualifications framework |
2.1 Read and interpret qualification rules
2.2 Review and determine applicable licensing requirements and prerequisites
2.3 Determine suitable electives that meet client needs and job roles
|
| 3. Analyse and interpret units of competency and accredited modules |
3.1 Select individual unit or accredited module to meet client needs
3.2 Read, analyse and interpret all parts of the unit or accredited module for application to client needs
3.3 Analyse links between unit and/or accredited module to develop effective applications for the client
3.4 Document analysis of unit or accredited module in a clear and accessible manner
|
| 4. Contextualise units and modules for client applications |
4.1 Use information from the client to contextualise the unit or accredited module to meet client needs
4.2 Use advice on contextualisation produced by the training package developer or course developer to meet client needs
|
| 5. Analyse and interpret assessment guidance |
5.1 Read, analyse and apply the assessment guidance of the relevant training package or accredited course
5.2 Determine any special requirements for assessment or reasonable adjustment to suit client needs
|
TAEDEL301A Provide work skill instruction
This unit describes the performance outcomes, skills and knowledge required to conduct individual and group
instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning
environment. The unit covers the skills and knowledge required to determine the success of both the training
provided and one's own personal training performance. It emphasises the training as being driven by the work
process and context.
Application of Unit
This unit supports a wide range of applications across any workplace setting and so can be used by any organisation.
Its use is not restricted to training organisations.
| Element |
Performance Criteria |
|---|
| 1. Organise instruction and demonstration |
1.1 Gather information about learner characteristics and learning needs
1.2 Confirm a safe learning environment
1.3 Gather and check instruction and demonstration objectives and seek assistance if required
1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application
1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration
1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan
|
| 2. Conduct instruction and demonstration |
2.1 Use interpersonal skills with learners to establish a safe and comfortable learning environment
2.2 Follow the learning program and/or delivery plan to cover all learning objectives
2.3 Brief learners on any OHS procedures and requirements prior to and during training
2.4 Use delivery techniques to structure, pace and enhance learning
2.5 Apply coaching techniques to assist learning
2.6 Use communication skills to provide information, instruct learners and demonstrate relevant work skills
2.7 Provide opportunities for practice during instruction and through work activities
2.8 Provide and discuss feedback on learner performance to support learning
|
| 3. Check training performance |
3.1 Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge
3.2 Monitor learner progress and outcomes in consultation with learner
3.3 Review relationship between the trainer/coach and the learner and adjust to suit learner needs
|
| 4. Review personal training performance and finalise documentation |
4.1 Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement
4.2 Maintain, store and secure learner records according to organisational and legal requirements
|
BSBCMM401A Make a presentation
This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation
to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time
of endorsement.
Application of Unit
This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing,
training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.
| Element |
Performance Criteria |
|---|
| 1. Prepare a presentation |
1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
|
| 2. Deliver a presentation |
2.1 Explain and discuss desired outcomes of the presentation with the target audience
2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience interest
2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
|
| 3. Review the presentation |
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
|
TAEDEL401A Plan organise and deliver group based learning
This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.
Application of Unit
This unit typically applies to a person working as an entry-level trainer, teacher or facilitator in or with a training and assessment organisation.
The person will be working from a learning program developed by someone else, and structuring the learning around that program.
| Element |
Performance Criteria |
|---|
| 1. Interpret learning environment and delivery requirements |
1.1 Access, read and interpret learning program documentation to determine delivery requirements
1.2 Use available information and documentation to identify group and individual learner needs and learner characteristics
1.3 Identify and assess constraints and risks to delivery
1.4 Confirm personal role and responsibilities in planning and delivering training with relevant personnel
|
| 2. Prepare session plans |
2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2 Develop session plans and document these for each segment of the learning program
2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery
|
| 3. Prepare resources for delivery |
3.1 Contextualise existing learning materials to meet the needs of the specific learner group
3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3 Confirm overall delivery arrangements with relevant personnel
|
| 4. Deliver and facilitate training sessions |
4.1 Conduct each session according to session plan, modified where appropriate to meet learner needs
4.2 Use the diversity of the group as another resource to support learning
4.3 Employ a range of delivery methods as training aids to optimise learner experiences
4.4 Demonstrate effective facilitation skills to ensure effective participation and group management
|
| 5. Support and monitor learning |
5.1 Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met
5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances
5.3 Manage inappropriate behaviour to ensure learning can take place
5.4 Maintain and store learner records according to organisational requirements
|
TAEDEL402A Plan organise and facilitate learning in the workplace
This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate
learning for individuals in a workplace.
Application of Unit
This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader
or workplace supervisor, or any employee responsible for guiding learning through work.
| Element |
Performance Criteria |
|---|
| 1. Establish effective work environment for learning |
1.1 Establish and agree upon objectives and scope of the work-based learning
1.2 Analyse work practices and routines to determine their effectiveness in meeting established learning objectives
1.3 Identify and address OHSimplications of using work as the basis for learning
|
| 2. Develop a work-based learning pathway |
2.1 Address contractual requirements and responsibilities for learning at work
2.2 Arrange for integration and monitoring of external learning activities with the work-based learning pathway
2.3 Obtain agreement from relevant personnel to implement the work-based learning pathway
|
| 3. Establish the learning-facilitation relationship |
3.1 Identify context for learning and individual's learning style
3.2 Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner
3.3 Develop, document and discuss individualised learning plan with learner
3.4 Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment
3.5 Monitor supervisory arrangements appropriate to learner's levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety
|
| 4. Implement work-based learning pathway |
4.1 Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
4.2 Explain objectives of work-based learning and the processes involved to learner
4.3 Encourage learner to take responsibility for learning and to self-reflect
4.4 Develop techniques that facilitate learner's transfer of skills and knowledge
|
| 5. Maintain and develop the learning/facilitation relationship |
5.1 Prepare for each session
5.2 Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development
5.3 Observe learner cues and change approaches where necessary to maintain momentum
5.4 Practise ethical behaviour at all times
5.5 Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties
|
| 6. Close and evaluate the learning/facilitation relationship |
6.1 Carry out the closure smoothly, using appropriate interpersonal and communication skills
6.2 Seek feedback from learner on the outcomes achieved and value of the relationship
6.3 Evaluate and document process, including impact,self evaluation and reflection, and file according to legal and organisational requirements
|
| 7. Monitor and review the effectiveness of the work-based learning pathway |
7.1 Document work performance and learning achievement and keep records according to organisational requirements
7.2 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
7.3 Recommend improvements to work-based practice in light of the review process
|
TAEDEL404A Mentor in the workplace
This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional
mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work
placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework,
facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring.
Application of Unit
This unit typically applies to workplace supervisors or other work colleague with responsibility for mentoring in the workplace.
| Element |
Performance Criteria |
|---|
| 1. Develop a mentoring plan |
1.1 Identify scope and boundaries of the mentoring relationship according to organisational procedures
1.2 Establish ground rules and negotiate realistic expectations
1.3 Establish and maintain confidentiality of the relationship in accordance with legislation, policy and procedures
|
| 2. Facilitate mentoring relationship |
2.1 Develop learner's confidence, self-esteem, respect and trust in the mentoring relationship
2.2 Share personal experiences and knowledge with the person being mentored according to agreed objectives
2.3 Support the person being mentored to develop and use skills in problem solving and decision making
2.4 Use personal and professional networks to assist the person being mentored
2.5 Provide information, guidance and constructive guidance to enhance engagement in the workplace
2.6 Use techniques for resolving differences without damaging the relationship, and obtain assistance according to organisational policy and procedures
|
| 3. Monitor mentoring relationship |
3.1 Provide planning assistance and guidance as requested by the person being mentored in a form and style to suit their requirements
3.2 Provide feedback to the person being mentored on progress towards achieving the expectations and goals of the mentoring process
3.3 Recognise and discuss changes in the mentoring relationship with appropriate stakeholders
3.4 Negotiate and manage closure of the mentoring arrangement once objectives have been met
|
| 4. Evaluate effectiveness of mentoring |
4.1 Establish and discuss benefits gained from the mentoring process
4.2 Reflect on and articulate the personal benefits gained from providing mentoring
4.3 Identify and report the outcomes of the mentoring arrangement and the benefits to the organisation according to organisational policy and procedures to improve the mentoring system or program
|
TAEASS401B Plan assessment activities and processes
This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process,
including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the
development of simple assessment instruments.
Application of Unit
This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers
or other assessors responsible for planning assessment, including RPL.
The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.
| Element |
Performance Criteria |
|---|
| 1. Determine assessment approach |
1.1 Identify candidate and confirm purposes andcontext of assessment/RPL with relevant people according to legal, organisational and ethical requirements
1.2 Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
|
| 2. Prepare the assessment plan |
2.1 Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence
2.2 Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place
2.3 Document all aspects of the assessment plan and confirm with relevant personnel
|
| 3. Develop assessment instruments |
3.1 Develop simple assessment instruments to meet target group needs
3.2 Analyse available assessment instruments for their suitability for use and modify as required
3.3 Map assessment instruments against unit or course requirements
3.4 Write clear instructions for candidate about the use of the instruments
3.5 Trial draft assessment instruments to validate content and applicability, and record outcomes
|
TAEASS402B Assess competence
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.
Application of Unit
This unit typically applies to assessors.
| Element |
Performance Criteria |
|---|
| 1. Prepare for assessment |
1.1 Interpret assessment plan and confirm organisational, legal and ethical requirements for conducting assessment with relevant people
1.2 Access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected
1.3 Arrange identified material and physical resource requirements according to assessment system policies and procedures
1.4 Organise specialist support required for assessment
1.5 Explain, discuss and agree details of the assessment plan with candidate
|
| 2. Gather quality evidence |
2.1 Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence
2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence
2.3 Determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel
2.4 Determine opportunities for integrated assessment activities and document any changes to assessment instruments where required
|
| 3. Support the candidate |
3.1 Guide candidates in gathering their own evidence to support recognition of prior learning (RPL)
3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback
3.3 Make decisions on reasonable adjustments with the candidate, based on candidate's needs and characteristics
3.4 Access required specialist support in accordance with the assessment plan
3.5 Address any OHS risk to person or equipment immediately
|
| 4. Make the assessment decision |
4.1 Examine collected evidence and evaluate it to ensure that it reflects the evidence required to demonstrate competence
4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence
4.3 Make assessment decision in line with agreed assessment procedures and according to agreed assessment plan
4.4 Provide clear and constructive feedback to candidate regarding the assessment decision and develop any follow-up action plan required
|
| 5. Record and report the assessment decision |
5.1 Record assessment outcomes promptly and accurately
5.2 Complete and process an assessment report according to agreed assessment procedures
5.3 Inform other relevant parties of the assessment decision according to confidentiality conventions
|
| 6. Review the assessment process |
6.1 Review the assessment process in consultation with relevant people to improve own future practice
6.2 Document and record the review according to relevant assessment system policies and procedures
|
TAEASS403B Participate in assessment validation
This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.
Application of Unit
This unit typically applies to assessors participating in assessment validation. It does not address leading the validation process.
| Element |
Performance Criteria |
|---|
| 1. Prepare for validation |
1.1 Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures
1.2 Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence
1.3 Arrange materials for validation activities
|
| 2. Contribute to validation process |
2.1 Demonstrate active participation in validation sessions and activities using appropriate communication skills
2.2 Participate in validation sessions and activities by applying the principles of assessment and rules of evidence
2.3 Check all documents used in the validation process for accuracy and version control
|
| 3. Contribute to validation outcomes |
3.1 Collectively discuss validation findings to support improvements in the quality of assessment 3.2 Discuss, agree and record recommendations to improve assessment practice
3.3 Implement changes to own assessment practice, arising from validation
|
Forsythes Student Information Handbook can be accessed at:
http://www.forsythestraining.com.au/
The Student Information Handbook covers the following topics:
- Welcome
- Company profile
- Student registration process
- Student Induction
- Student records and information
- The assessment process and policies
- Rights, responsibilities and standards
- Student Feedback
- Recognised Prior Learning (RPL), Recognised Current Competency (RCC), Direct Credit Transfer (DCT)
- Appeals Process
- WHS Policies and Procedures
Forsythes Training provides instructor led computer training on the Microsoft Office and Adobe range of applications.
We service Newcastle, the Hunter Valley, Lake Macquarie and the Central and Northern Coasts of New South Wales (NSW) Australia.With our mobile training room we can provide a range of courses on-site at your premises.
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