Certificate IV in Training and
Assessment
TAE40110
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Learning Design
Part One
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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TAEDES401A Design & develop
learning programs
Elements:
1. Define the parameters of the learning program
2. Work within the vocational education and training
policy framework
3. Develop learning program content
4. Design the structure of the learning program
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Stakeholders
• Corporations, enterprises, business organisations or
Government departments
• Individuals undertaking apprenticeships or
traineeships
• Groups of learners attending the same course
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Stakeholders (cont.)
• Internal stakeholders from your own organisation:
trainers, admin staff
• Candidates for assessment only – who are looking
for recognition of prior learning (RPL) or current skills
(RCC)
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Purpose of a learning program
•
•
•
•
•
•
•
•
.
Doing an apprenticeship or traineeship
Refresh or update current skills
Learning new procedures or tasks
Professional Development (PD) to keep staff
current
Develop language, literacy or numeracy skills
Meeting legislation, licensing or registration
conditions
Taking corrective action to improve staff
performance
Change career paths
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Competency standards
Competency can be:
• based on organisational requirements – the level to
which a task must be performed to meet the
organisation’s standards (or benchmarks)
• based of the units of competency in a formal
training course – ensuring that a learner is able to
satisfy the performance criteria, required skills and
knowledge of the individual units (or subjects) that
make up the training course.
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Accessing competency standards
• Competency standards can be found in:
– organisational policies and procedures
– a variety of government websites – particularly the
TGA (Training.gov.au) for formal training packages.
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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TGA home page
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Characteristics of a target learner group
• People already in the
workforce
• School graduates
• Those who have very
specific needs
• Those needing only a
refresher
• Apprentices or trainees
• Individuals learning new
skills
.
• Unemployed people
wishing to improve their
employability skills
• Learners from other
countries
• Individuals or groups
who need to meet
licensing or other
regulatory requirements
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Overview of VET in Australia
DEEWR
TGA
AQF
NCVER
SCHOOLS
.
AQTF
RTO
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ISC
NSSC
UNIVERSITY
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Developing program content
• Determining specific subject matter content
• What does the learner need to know?
– Needs of the specific organisation or learner
– Requirements of the training package
• Looking at learning resources – use existing
resources or develop your own to suit the learning
program
• Assessment considerations – how will the learner’s
competency be measured
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Training & Assessment Strategy
• Name of the
organisation
• Time frames
• Qualification details
• Units of competency
included in the
qualification
• Target audience /
clients
• Course structure
.
• How competence will
be assessed
• Evidence required
• Staffing needs and
qualifications
• Validation and
moderation processes
• Pathways
• Delivery modes to be
used
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Risk Management
How will you deal with:
• Trainer/s who call in sick?
• Missing learners who fall behind lessons?
• Venues that become unavailable?
• Faulty equipment?
• Inappropriate facilities?
• Access issues?
• OHS issues?
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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TAEDES402A Use Training Packages and
Accredited Courses to meet client needs
Elements:
1. Select appropriate training package or accredited
course
2. Analyse and interpret the qualifications framework
3. Analyse and interpret units of competency and
accredited modules
4. Contextualise units and modules for client
applications
5. Analyse and interpret assessment guidance
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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What is a training package?
A set of nationally endorsed standards and
qualifications used to recognise and access the skills
and knowledge people need to perform effectively in the
workplace.
They are the key resource for RTOs in the delivery of
structured accredited training.
.
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What is an accredited course?
When a client’s training needs cannot be met by a
course within the guidelines of an existing training
package, nationally recognised training may still be
offered by developing a new accredited course.
.
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Qualification levels in VET
Certificate I – very basic entry-level training
Certificate II – entry-level, but assumes some basic
knowledge
Certificate III – assumes a moderate amount of
skills and knowledge
Certificate IV – requires an entry level of at least
Certificate III skills and knowledge
or equivalent work experience.
.
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Qualification levels in VET (Cont.)
Diploma – requires skill and knowledge levels of at
least Certificate IV or equivalent work
experience
Advanced Diploma – thorough skills and knowledge
of the subject are assumed
Graduate Certificate or Diploma – Advanced
Diploma or Diploma are required (or
relevant Certificate III or IV with significant
work experience)
.
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Parts of a unit of competency
•
•
•
•
•
•
•
Unit descriptor
Employability skills
Elements
Performance criteria
Required skills and knowledge
Range statement
Evidence guide
• Critical aspects of assessment
• Context of assessment
• Methods of assessment
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Interpreting a qualification
•
•
•
•
Descriptor
Job roles
Qualification pathways
Licensing, legislative, regulatory or certification
considerations
• Qualification rules
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Choosing suitable units of
competency
Issues to consider:
•
•
•
•
.
What is the purpose of the training?
What is the desired outcome?
Who are the target audience?
What is their role in their organisation?
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Linking and contextualising
To ensure that units chosen for a learning program
are in line with individual client needs, the elements,
performance criteria, required skills and knowledge
must be discussed with clients and links established
between their own organisational goals and the AQF
requirements.
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Dimensions of competency
•
•
•
•
.
Task skills
Task management skills
Contingency management skills
Job / role environment skills
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Contextualising
Client Need
Unit element/performance criteria Context
Element 2: Present a sales solution
2.1 Use gestures, posture, body
Deliver
Specific requirements for
language,
facial
expressions
and
customer
OceanWorld:
voice
to
create
a
supportive
selling
service through
 staff must endeavour to
environment
appropriate
use customer’s name
communication 2.2 Apply listening skills to
wherever possible.
determine buyer needs
skills
 Staff must use correct
2.3 Use open-ended questions to
OceanWorld terms for
identify buyer needs, preferences,
all products / services
motives and objections
 Staff are required to
2.4 Adjust presentation to match the
upsell on appropriate
needs and preferences of the buyer
products and/or offer
2.5 Use persuasive communication
add on products and
techniques to secure buyer interest
services to maximise
sales
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Reasonable adjustment
Where access and equity issues exist for a learner, an
RTO must take reasonable steps to consult, consider
and implement adjustments for that learner.
The purpose of reasonable adjustment is to provide
these learners with the same or equal opportunities as
those without disabilities.
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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TAELLN401A Address adult language,
literacy and numeracy skills
Elements:
1. Determine the core LLN requirements of the training
2. Access specialist learning support
3. Customise program to develop core LLN Skills
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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What are core skills?
Learning – needed to understand and absorb new
tasks, skills or procedures
Reading – needed to interpret instructions,
manuals, memos and letters or emails
Writing – needed to produce reports, letters,
instructions
Oral communications – which are needed when
dealing with customers and colleagues as
well as telephone inquiries
Numeracy – needed when making financial plans,
calculating fees and charges or giving
change.
.
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Support levels
1
Support
Full support
Context
Highly familiar
Works alongside expert contexts
/mentor
Concrete and
immediate
Prompting and
modelling provided
2
High level support
May work with expert
/mentor
3
Modelling available
and accessible if
requested
Moderate support
Advice and modelling
available
Highly explicit
purpose
Limited, highly
Very restricted range familiar vocabulary
of contexts
Familiar and
Simple familiar texts
predictable contexts with clear purpose
Limited range of
contexts
Familiar vocabulary
Range of familiar
contexts
Routine texts
Some less familiar
/routine contexts
Some specialisation
in routine contexts
.
Text
Short and simple
May include some
unfamiliar elements
and embedded
information
Task Complexity
Concrete tasks of 1 or 2
processes, e.g. locating,
recognising
Explicit tasks involving a
limited number of familiar
processes, e.g. identifying,
interpreting
Tasks include a number of
steps within the one task,
e.g. sequencing, basic
inferencing, extrapolation
and integration
Includes some
specialised
vocabulary
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Support levels (cont.)
4
Minimal support, as
requested
Establishing own
support resources
5
Little or no support
Initiates support from
own established
resources
.
Range of contexts
including some that
are unfamiliar
and/or
unpredictable
Some specialisation
in non-routine
contexts
Broad range of
contexts
Adaptability within
and across contexts
Complex texts
Embedded
information
Includes specialised
vocabulary
Includes abstraction
and symbolism
Highly complex texts
Highly embedded
information
Includes highly
Specialisation in one specialised language
or more contexts
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
Complex task analysis
involving application of a
number of processes, e.g.
extracting, comparing and
interpreting information
Sophisticated task analysis
including interpretation,
analysis, reflection,
synthesis, evaluation and
recommendation
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Determining core skill levels
The determination of the core skill requirements of
your learning program will fall into two categories:
1.Core skills based on formal training packages. These
will be influenced by AQTF standards and conditions.
2.Core skills based on organisational requirements.
These will be influenced by the internal benchmarks and
standards needed to fulfil a task or tasks.
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Determining the core LLN skills of
the learner
• Interviewing candidates
• Observation on the job – watching candidates
perform their daily tasks
• Ask the learner to write something
• Ask the learner to read from a range of workplace
documents
• General testing of reading, writing and
mathematical skills
• Information from supervisors who work with the
learner
.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Additional assistance and
support
A learner may require extra assistance for a number of reasons including
(but not limited to):
•
•
•
•
•
.
chronic illness
family moving
family disturbances
disabilities
non-English speaking backgrounds
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Additional assistance and
support (cont.)
• specialist in-house support services
• Workplace English Language and Literacy (WELL)
program support
• specialist consultants can be engaged on a case by
case or one off basis to assist learners
• mentoring
• government and community support services.
.
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Support strategies
• demonstrating LLN
practices to be learned
in a workplace context
so that learners can
clearly observe what is
required of them
• using plain English
appropriate for the
learner
.
• providing simplified
explanations of
underpinning principles
and concepts
• encouraging use of
learners’ personal word
lists and dictionaries.
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PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz
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Support strategies (cont.)
• providing interpreters
where language
problems are clearly
evident
• using graphics and
photos wherever
possible to make a point
and ensure learner
understanding
• using video and/or audio
recordings of texts and
other material to support
the training program
.
• mentoring in a learning
situation
• acknowledging and building
on current strengths of
learners.
• providing opportunities to
discuss, attach importance
to, and build on different
culturally-based behaviours
and values
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