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TAE40110 – Certificate IV in Training and Assessment
This Course Requirements10 Units of Competency
Core TAEDES401A Design and develop learning programs
TAEDES402A Use training packages and accredited courses to meet client needs
TAEDEL401A Plan, organise and deliver group-based learning
TAEDEL402A Plan, organise and facilitate learning in the workplace
TAEASS401A Plan assessment activities and processes
TAEASS402A Assess competence
TAEASS403A Participate in assessment validation
Electives TAETAS401A Maintain training and assessment information
TAEASS502A Design and develop assessment tools
BSBCMM401A Make a presentation
TAE40110 – Certificate IV in Training and Assessment
This Course RequirementsDelivery Program
Delivery Focus Assessment
2 day intensive
Introduction to VET & VET EnvironmentUnpacking a Unit of Competency TAEAS401
Building a training programUsing Total VET
TAEAS402TAEAS403
6 week Project
Design, build, deliver, assess your programDiarise your planning, delivery & assessment
TAEAS404TAEAS405
Prepare your presentation TAEAS406
2 day intensive
Make your presentation to the class
TAEAS407Participate in Assessment Validation
Participate in Continuous Improvement
TAE40110 – Certificate IV in Training and Assessment
PathwaysLearning pathways• individuals navigate their learning and life experiences through education and
training, work, community and personal life. • transitions that individuals make both within and between educational sectors Occupational pathways • movements and progression within a particular vocational area, and these are
often promoted by particular industries keen to attract and retain workers • industry-specific training does not necessarily lead to individuals gaining work in
that industry. Career pathways • more broadly conceived and concern the way individuals move between jobs,
vocational areas and roles, as well as through education and training programs, both formal and informal.
• The career pathway is a lifelong journey.
TAE40110 – Certificate IV in Training and Assessment
PathwaysA recent NCVER report (Martin 2007) • Ideally, pathways might be conceived of as ordered with known destinations
and with routes to them clearly marked out. • Martin’s study suggests that many people follow conventional life-course
pathways. • In a predictable order and at predictable ages, they complete school,
possibly undertake post-secondary education, enter paid work, partner, have children (and, if they are women, withdraw from paid work permanently or temporarily), and so on.
• Martin suggests that increased acquisition of post-secondary qualifications is probably more marked in non-degree qualifications than in degrees and above, and occurring after many—particularly women—are into their 30s.
• Martin also notes that patterns of participation are different for different occupations.
TAE40110 – Certificate IV in Training and Assessment
Pathways
Harris, Rainey and Sumner (2006) describe a number of different types of learner groups. They include: • Career developers:
• those who show consistent interest in a particular area or occupation • Career mergers:
• who, having explored interests in other areas, draw these together to move into a more focused course of study.
• Pathways are usually non-linear but may be complementary. • Two trackers:
• attempt to develop an alternative career as insurance for a time when their current career is no longer possible.
• Often occurs when students are trying to improve their chances of earning an income while studying
TAE40110 – Certificate IV in Training and Assessment
Pathways
• Forced learners: • undertake what appears to be a completely different course of study for
professional development reasons• some practical factor obliges them to undertake a particular course, such as
affordability, location or entry requirements. • Interest chasers:
• follow various personal fields of interest, bouncing between them.
Bridges between pathwaysCredit transfers
Traffic Restrictions for specific pathwaysCertificates for specific purposes/work (eg. Working at height, etc)
TAE40110 – Certificate IV in Training and Assessment
Major Pathways
• from school into VET, higher education or work • within VET, as people move through a range of qualifications in the same or
related training packages or to other qualifications. They may also change providers and move up, down or across in the level of qualification undertaken to do this
• from VET to work; their work may be in a related or different area from their qualification
• from VET to higher education; this may involve studies in the same area, or a different one
• within the higher education sector to other courses or institutions
TAE40110 – Certificate IV in Training and Assessment
Major Pathways• from higher education to VET, possibly in the same but—more likely—a different
field of education (Curtis 2009) • from higher education and into work. At a later stage they may return to
university or to VET for further study • from unemployment (whether short- or long-term) or absence from the
workforce and into adult education, VET or higher education • from retrenchment, workers’ compensation or a disability or supporting parents
pension into study to gain new skills to re-enter the workforce.
Recognition of prior learning (RPL) is the system’s way of trying to formalise the informal, and increasing the level of recognition of prior learning as a path to more quickly obtaining qualifications is a policy objective. In some cases recognising previous learning may be the predominant mechanism by which qualifications are gained.
TAE40110 – Certificate IV in Training and Assessment
Major PathwaysSchool leavers aged 15–24 years by level of study in 2010 (NCVER Pathways: developing the skills of Australia's workforce, 2011)
Bachelor or above 29%
Diploma / Advanced Dip 5.5%
Certificate 18.3%
Year 12 or below 1.4%
Not studying 42.8%
Of the 201,000 2009 school leavers who enrolled in study • 85,000 followed a VET stream• 116,000 followed a Higher Education Stream
TAE40110 – Certificate IV in Training and Assessment
Major PathwaysHighest prior level of education for people with no post-school education by current VET qualification 2009
Previous highest education level
Diploma or higher
Certificate III/IV Certificate I/II
non-AQF qualification
Total
Year 12 62 071 210 724 55 418 54 394 382 607
Year 11 9 231 80 108 53 780 27 142 170 261
Year 10 9 287 131 224 97 422 47 995 285 928
Year 9 or lower 1 720 31 334 56 174 33 621 122 849
Did not go to school 148 553 2 137 2 283 5 121
Total 82 457 453 943 264 931 165 435 966 766
TAE40110 – Certificate IV in Training and AssessmentMajor Pathways
Students by selected current VET qualifications
Major course field of education Total Students in the field
Major course field of education
Total Students in the field
01 - Natural and physical sciences
6 266 07 - Education 57 231
02 - Information technology 33 236 08 - Management and commerce
328 377
03 - Engineering and related technologies
283 563 09 - Society and culture 176 405
04 - Architecture and building 126 113 10 - Creative arts 49 380
05 - Agriculture, environmental and related studies
70 966 11 - Food, hospitality and personal services
183 373
06 - Health 89 277
TAE40110 – Certificate IV in Training and Assessment
Major Pathways• About 120 000 VET students in 2009 already had a higher education
qualification. • The largest numbers are enrolled in management and commerce, society and
culture, mixed field studies (perhaps curiously) and • education. Most probably those in Education are undertaking the Certificate IV
in Training and Education!
TAE40110 – Certificate IV in Training and Assessment
Summary of major pathways • Quite substantial numbers of VET graduates go on to university-level study
• A substantial proportion of students going on to further study, including at certificate III level and above, do so at the same or lower level.
• the main pathway to higher education would seem to be Year 12 completion.
• Substantial numbers of VET students already have VET qualifications.
• Substantial numbers of VET students already had higher education qualifications.
• about 90% of the possible training package qualifications are active in Australia. • little or no data are gathered about the wide range of programs and pathways
offered by private providers, industry, suppliers and other groups.
TAE40110 – Certificate IV in Training and Assessment
Issues of articulation• all registered training organisations (RTOs) recognise a qualification or
Statement of Attainment issued by another registered training organisation. • providers in both the VET and higher education sectors are responsible for
meeting the outcomes required of each qualification, • the process needs to ensure the integrity of the particular awards provided. • the take-up and use of articulation arrangements is affected when institutions
are mistrustful of the quality of outcomes of prior programs of study. • VET providers may mistrust the quality of what has been done by schools and,
likewise, higher education with VET. • universities have been more receptive to TAFE graduates, treating private VET
graduates less favourably The issue of grading in VET is contested ground (Guthrie 2009), but it denies universities and employers alike any information of the relative merit of individuals. (NQC is developing the concept of “levels of Competency”)
• Institutions issuing credit have certain obligations in this regard, which include, for example, recognition of learning, regardless of when, how and where it was acquired (provided of course that it is relevant and current).
TAE40110 – Certificate IV in Training and Assessment
National Goals for Schooling New Framework for Vocational Education in Schools – Policy Directions,
2001 (MCEETA) p. 11
• Vocational education is an essential and valid element of the education of all students.
• Vocational education will improve the transition of young people from school to work by acknowledging the importance of lifelong learning.
• Vocational education will help young people learn in a variety of settings, including the classroom, workplace and the wider community.
TAE40110 – Certificate IV in Training and Assessment
SWL for VET in SchoolsDepartment of Education, Science and Training, 2005, Guidelines for the
Structured Workplace Learning (SWL) Programme, pp. 1–2)
• Provides supervised learning in the workplace• Contributes to assessment of Units of
Competency• Monitored through a relevant RTO• Target group being Years 9 – 12• Recognised in the Senior School Certificate
TAE40110 – Certificate IV in Training and Assessment
VET in Schools
• Established part of mainstream senior education across Australia
• VETiS programs are part of the Senior Certificate program in nearly ALL schools
• The OHS component MUST be delivered before any SWL activity.
TAE40110 – Certificate IV in Training and Assessment
The VET EnvironmentVisit the website www.training.com.au for an overview of the VET
System
The structure of VET The history of VET National Strategies
Legislation AQTF
National VET Data Strategy Various Links
National Reporting System
TAE40110 – Certificate IV in Training and Assessment
Who’s who in VETVisit the website: ”Training Packages at Work” http://www.tpatwork.com
Australian Qualifications FrameworkAustralian Quality Training Framework
Industry Skills CouncilsNational Quality Council
The National Vocational Education and Training System
Vocational Education and Training in schoolsVictoria funding arrangements
TAE40110 – Certificate IV in Training and Assessment
Certificate LevelsCertificate Engagement Music context Other contextCertificate I Introduction, broad focus.
Concentrating on personal engagement
Rudimentary development of performance & theory skills/knowledge
Certificate II Engagement in the local environment such as home and school
Development of some level of skill to perform music/songs to a satisfactory level
Certificate III Moving from the school environment to the local community such as local clubs, municipal youth events
Some degree of specialisation and development of specific techniques
Certificate IV Focussing on State-wide festivals and engagement within the industry independently
High degree of technical development and competent in most aspects of performance
Diploma Self motivated engagement in developing performance opportunities nationally
High degree of competency across genres and competent performer
TAE40110 – Certificate IV in Training and Assessment
Assessment 1 activity1. Describe the connectedness between MCTEE, COAG, NQC, AQF, AQTF, VRQA/ASQA, DEEWR, NCVER, ISC and a relevant RTO for the purposes of a VET program in schools.
• Using the diagram provided in the learning resource ppt, organise your information in a series of paragraphs or table.
2. Outline the main components intrinsic to the policies, procedures and rules for VET
• Nationally Agreed Standards for vocational education• National Occupational Health and Safety Commission• Access and Equity• AQTF evidence guide• AQTF quality indicators• Standards for Registered Training Organisations
TAE40110 – Certificate IV in Training and Assessment
NCVER: National Centre for Vocational Education Research
Complete an AVETMISS form
VET students by Industry
VET students mapping
TAE40110 – Certificate IV in Training and Assessment
FAQ on Training Packages
Status of Training Packages
Training Packages FAQ
TAE40110 – Certificate IV in Training and Assessment
Find your Training programList of Training Packages – linking to Training.gov.au Website
Download your Training Package to your memory stickSelect your qualification form the list in the table of contents
TAE40110 – Certificate IV in Training and Assessment
Match the Training Package rules with VCAA or State Endorsed Packages
View a VCAA Extract for Endorsed CourseVCAA
Ensure the selection of Units for your program meet the requirements for both bodies
TAE40110 – Certificate IV in Training and Assessment
Unpacking a Training PackageCoding and Titling
Implementation & Use of Training PackagesUnit Descriptor
Employability Skills – Teaching employability skillsSkill Sets
Application of the UnitElements of Competency
Performance CriteriaRequired Skills & Knowledge
Range StatementEvidence Guide
Contextualising a Unit
TAE40110 – Certificate IV in Training and Assessment
Assessment Task 1 (cont)Outline the purposes of each section of a Unit of Competency
ElementsPerformance CriteriaSkills and knowledgeRange StatementEvidence GuideEmployability Skills
Design a Learner Handbook to distribute to students at the beginning of a course . This should include:Qualification cover Information about the qualification and
procedures
Assessment organisation Learning program details
Structured Workplace Learning Study pathways
Student rights and responsibilities Feedback opportunities
Contact details of RTO
TAE40110 – Certificate IV in Training and Assessment
Select Your Qualification
TAE40110 – Certificate IV in Training and Assessment
Select Your 2 Units
1. Open your Training Package & select the 2 Units you would plan to use for your program.
2. Enter the Unit code & title in Total VET for each of the 2 Units
TAE40110 – Certificate IV in Training and Assessment
Select Your 2 Units
Nominal Hours
TAE40110 – Certificate IV in Training and Assessment
Review Nominal Hours for the Units of your training package
Use of Nominal Hours• 1 VCE Unit credit = 90 Nominal Hours• Nominal hours are the hours of training nationally required to achieve the
outcomes of the Unit of Competency • The maximum nominal hours are identified for each Training Package
qualification. • Nominal hours may vary within a qualification depending on the units of
competency selected and the delivery strategies used • nominal hours are used as a mechanism for funding allocation.
TAE40110 – Certificate IV in Training and Assessment
Select Your 2 Units
Nominal Hours
TAE40110 – Certificate IV in Training and Assessment
Organise your Elements for the Unit
TAE40110 – Certificate IV in Training and Assessment
Clustering Units
“Clustering units of competence for learning and assessment can assist RTOs to produce strategies that address the above points as well as realising significant efficiency benefits for the organisation.”
Units of competency can be clustered to provide training and/or assessment solutions for particular needs. A cluster can be defined as a grouping of units which together represent a particular work focus, area of competency development or other need that is relevant to the client. The cluster may form the basis of a specific training or learning program. It is different from the qualification outcome but may contribute to the outcome where the unit cluster is drawn from the package of units in the qualification.
TAE40110 – Certificate IV in Training and Assessment
Analyse the Content of the Unit
Just paraphrase the general intent from the UoC. Details will be entered in the Mapping Templates later.
TAE40110 – Certificate IV in Training and Assessment
Plan the Content of your Delivery
TAE40110 – Certificate IV in Training and Assessment
Plan the Formative Exercises
Replace the names with your
own
Enter relevant dates you expect
to run the activity
TAE40110 – Certificate IV in Training and Assessment
What is an Assessment Tool?
In accordance with the AQTF Essential Standards for Registration, an assessment tool includes the following components:
• The learning or competency unit(s) to be assessed;• The target group, context and conditions for the assessment;• The tasks to be administered to the candidate;• An outline of the evidence to be gathered from the candidate;• The evidence criteria used to judge the quality of
performance (i.e. the assessment decision making rules); as well as
• The administration, recording and reporting requirements.
TAE40110 – Certificate IV in Training and Assessment
Designing Assessment Tools GuideWhen creating your assessment task, use at least 2 assessment types.Assessment Types can be identified as:• Observation• Interview• Project• PortfolioInformation about each of these assessment types can be read in
THIS NQC DOCUMENT
Ensure you cover all aspects of:• Performance Criteria• Skills and Knowledge• Evidence Guide
From the Range Statements, identify aspects which are relevant to your context. You don’t have to cover all options in the range statements.
TAE40110 – Certificate IV in Training and Assessment
Assessment Tool Templates• Complete the details on the Cover Page• Determine an industry focus/context for the task• Using your TV Program Analysis Worksheet, determine the activities
students need to complete:• To demonstrate competency for the Performance Criteria • Which clusters relevant Performance Criteria together as
appropriate• To contextualise the task suitable for your students• Which fulfil the requirements of Skills and Knowledge• Which fulfil the evidence requirements• Which fulfil the requirements of the Range Statement
• Using your Assessor Guide, create a Learner Guide, addressing the components of the assessment to the student in 2nd Person (“You”)
• Using the Mapping Template, build your Mapping matrix for the Assessment Task.
TAE40110 – Certificate IV in Training and Assessment
Assessment Components in Total VET
Open you Total VET Excel workbook.
• In the “Task List” sheet, type in the name of each assessment task for the relevant Unit of Competency
• Click on the relevant “AT” hyperlink which takes you to the assessment sheet for that task
• Paraphrase each criterion of the assessment task in the relevant columns of Row 7
• From the Task List sheet, select the relevant AT*SK hyperlink and map the assessment criteria you developed to the skills and knowledge identified in the Unit of Competency.
TAE40110 – Certificate IV in Training and Assessment
Program FeedbackParticipants are requested to complete the feedback form, available at
http://myclassrecord.com.au/TAE40110_Feedback
Referrals:If participants are so inclined, that you would like to refer a teaching colleague to this program, you are welcome to add their details to the feedback form.
TAE40110 – Certificate IV in Training and Assessment
Before we finishCandidates need to submit their USB memory drive with the following:- Each of the assessments, saved to the Assessment Directory- Completed TV for TAA Excel Workbook- A review of your 6 week program, noting improvements you would
implement
After your TAE40110 program• Your assessor will review all your assessments within the week• Send your results to ACAS to confirm your qualification status• Post your Certificate and your USB memory drive back to you
Extensions are available for up to 3 weeks after the completion of the program. Documentation in digital format on the USB memory drive must be received by COSAMP by the relevant date.
Need an Extension?