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?