Tastafe TAE Notes

Notes from my TASTAFE course for

Certificate IV in Training and Assessment TAE40116

Module 1 of 4 in Q4 2022

Acronyms

  • INTROS - Interest, Need, Time, Roadmap, Outcome, Safety
  • EAS - Explain Apply Summarise
  • DEDICT - Demo, Explain, Demo with explanations, Imitate, Coach, Test
  • Learning Outcomes:
    • Skills - Psychomotor Domain
    • Knowledge - Cognitive Domain
    • Attitudes - Affective Domain
  • Principles -Practice, Reflection, Feedback, Reward, Interest, Need, Contextulise, Involve, Piece by piece, Link to world, Evaluate, Sensory learning.
  • VARK - Visual, Audio, Read Write, Kinesthetic - https://vark-learn.com/
  • Informational Processing theory - Small chunks of content, Logical Progression.
  • Humanist learning theory - acknowledge existing skills and knowledge that learners already hold; interweave the affective (attitude) and cognitive (knowledge) domains of learning; allow learners to exercise some control over their learning
  • Honey and Mumford divide learners into the following four categories:
    • Activists need trial and error and thrive in social learning environments.
    • Reflectors need time to reflect on the material being learned. Call for Help
    • Theorists need logic.
    • Pragmatists need to see and try the concepts learned. Stop and think carefully.
  • The conscious competence model:
    • Unconscious Incompetence - ‘I don’t realise what I don’t know’
    • Conscious Incompetence - ‘Now I realise what I don’t know’
    • Conscious Competence - ‘With concentration, I can do it’
    • Unconscious Competence - ‘I can do it so easily, I no longer have to think about it'
  • https://www.simplypsychology.org/learning-kolb.html - Kolb’s Learning Styles and Experiential Learning Cycle
  • https://4mat4learning.com.au/what-is-4mat/ mainly is a synthesis of findings from the fields of learning styles, and right and left brain dominance.
  • SMART:
    • Specific - be written using specific, ‘doing’ verbs
    • Measurable - be observable or audible (we must be able ‘see it’ or ‘hear it’)
    • Achievable - be possible to attain—it must be realistic.
    • Relevant - reflect a genuine need.
    • Time-referenced - identify when it will be measured.

I do it normal (professional demo)

I do it slow (step-by-step demo)

You do it with me (guided practice)

Now off you go (independent practice)

Adapted from ANTA 1998, p. (404)2.55

  1. Write a task breakdown

  2. Write a session plan.

  3. Identify needs and write the learning outcome

  4. Organise information to be presented

  5. Develop an application (practice) activity

  6. Develop an assessment activity

  7. Decide on the best approach—EAS or AES

  8. Write the plan

  9. Prepare for delivery.

Tools for interaction over web conferencing:

  • Kahoot

Preparing to teach a Skill or Knowledge:

  • Make it visual, use images.
  • Use Audio, discuss and speak or paraphrase the information
  • Give handouts - Allowing participants to read and process the information.
  • Make it hands-on or provide a video for kinaesthetic learners.

Module 3 of 4 in Q4 2022

TAE Delivery Module

Soon there is going to be LLND D is for Digital - check their needs.

Break information down into small chunks. - Chunking Social Hands-on - practical Feedback Learning Styles 21st Century skills Respect KWL - Asking participants to share knowledge with each other to bring everyone up to speed quickly. Then add additional knowledge on top.

For assessment: Group: Needs to be interactive. Find at least one LLN needs person and assess them to find the gaps and adjust as required. Find narrow outcomes to help build training and verification. Send the link to the recording - don’t upload the video. Introductions: Give safety info Introductions General housekeeping Ice breaker or warmer - Two truths and a Lie. Put yourself in a line from how far away from the training location you were born. Menti (pin your location, pineapple on pizza, who would you like to have lunch with) Outline intended outcomes and how its relevant and connects to their life. Can be 3 sessions of 40 minutes in a row. Every session should have different outcomes. Body: Get a hook Optional - Ask questions, what is your knowledge of the topic EAS or AES - Explain, Apply, and Summarise. This is only a suggestion, can go back and forth. Don’t spend too long on powerpoint - Discussion or demo should be part of it. Apply: Discussion Questioning Case studies Projects Group work Role play Tasks Scenarios Handing Material Imitating Guided practice Work experience Creating Don’t want to see you talking for 40 minutes and students just sitting there. keep the students awake. LEAN Practical? 11:05 7S each group gets to clean an area? can this be done online? Menti and Kahoot Feedback, Assessment and Information: Microsoft Forms - with Office 360 subscription. Kahoot - anonymous and record scores.

Module 2 of 4 - Design

VET General Information:

AQF Information:

The Australian Qualification Framework (AQF) sets out the standards of education and qualifications across Australia. It incorporates all qualifications across every education sector into one policy framework. The AQF aims to provide a flexible, nationally consistent and high-quality framework that benefits all students in tertiary study in Australia.

The Australian Qualification Framework spans all areas of education and training in Australia, such as :

  • Schools
  • TAFEs
  • Universities
  • VET Providers
  • RTOs
  • Private Training Providers

In Australia, the AQF provides an easy framework of course levels and qualifications, which all have their own learning and job outcomes. It allows for an easy-to-follow guide of the different types of qualifications available in Australia and how they relate to each other. In the AQF, there are 10 defined levels of education, with level 1 being the least difficult in terms of learning outcomes and requirements, and level 10 being the most complex and highest level of qualification someone can receive in Australia.

In the webinar we looked at the topics related to Australia’s vocational education and training (VET) system. Australia’s VET system is complex and forever changing. The following links to the sources of information make it easy for you to quickly access some documents that are useful but often difficult to find:

Standards for Registered Training Organisations (RTOs)

Copyright Education: Copyright basics - copyright.org.au Question 7 APRA+AMCOS - Music Copyright Agency Google copyright and education - copyright agency - link to education. Summarise for KB questions

Contextualisation This means find the content that you would be teaching break down the unit for a specific situation Do it 3-4 times for different things in the training unit. Clarifying areas for learners. What is the difference between Customising the course and Contextualising the context? Customising: For your client group For number of hours, location, online/in person. Contextualising: Providing the meaning behind elements for the learners based on their current skillset. Or based on learner needs in the current course that the unit is part of. Ie OHS unit for Builders Cert vs Office Cert. Knowledge Questions Risk Control plan Parameters Training and assessment strategy within the organisation. Delivery mode - online or in person (one a week?) Unpack Part of a Qualification or Skillset? Read companion volume - Credit arrangements Training package or accredited course resources Text books Videos Check what is available assessment requirements. Are there tools available? Assessments Reasonable Adjustments - Dealing with disability or students’ LLN needs. To be done without jeopardising the standards of the unit. ie spell check when writing docs.

Design Write session plans Develop How the assessment is done During training or after training.

Review Who - Manager, peers, other trainers. Advise adjustments. Who is familiar with the training package.

Assessment: You have to show that the design and development of a training program is a process, from draft, to review, to improvement. Review - Can be anyone - even another student of the course. Email program with Risk Control plan. Make sure 3 hazards.

Final submission: Use Draft (put it across background in Word) Watermark, click on Draft. Can be printed out and written on, then scanned. Then trainer will expect a 2nd version after review.

Training package: A Training Package is a set of nationally endorsed standards and qualifications for a particular industry and provides the recognition and assessment requirements for the skills needed by people in that industry. It consists of two parts - endorsed components and non-endorsed components.

Endorsed components

The four endorsed components of any Training Package are:

  • national qualifications for the industry, and the ‘packaging rules’ that specify which competencies can be used for each qualification
  • national competency standards (the units of competence) which specify the skills and knowledge needed to carry out tasks relevant to that industry
  • assessment guidelines, which set out the requirements for assessing people against the competency standards
  • credit arrangements existing between Training Package qualifications and Higher Education qualifications.

Non-endorsed components

  • Skill sets - single units of competency or logical groupings of several units which meet an identified need or industry outcome
  • Implementation guidance to assist RTOs interpret and understand the nationally endorsed components.

Why do we need to ‘unpack’ Training Packages?

A training package and the qualifications and the units within, are competency statements about what a person can do in the workplace.

Training package qualifications need to be ‘unpacked’ in order to analyse the individual components, so a Learning Program can be developed to suit the requirements of the target group. Without unpacking, teachers risk missing crucial components that may undermine the integrity of the unit or qualification.  You will need to draw upon your own expertise in the industry sector and also the content of the Training Package.

How do we do it?

The ‘unpacking’ of a training package requires comprehension of the following:

  • The Qualification requirements  - What are the Packaging Rules?
  • How many core units?
  • How many electives?
  • What range of electives? etc.
  • The individual units of competency and their delivery and assessment requirements 
  • What topics need to be covered?
  • What needs to be assessed?
  • Where does it need to be assessed?
  • What does the student need to demonstrate/know?
  • What equipment/resources need to be used?
  • What literacy and numeracy level needs to be met?
  • What is skill? / What is knowledge?
  • The inter-relationship between Units of Competency to plan appropriate learning and assessment in a logical manner
  • What’s the best way to cover this for this group?
  • What Learning Strategies could I use?
  • What topics need to be covered before others?
  • The relationship between the occupational outcome and the qualification 
  • What does this unit/qualification enable the student to do in the workplace?
  • Identification of the Dimensions of Competence and Foundation Skills 
  • How can I structure this to emulate industry practices?

This process should be continued until all Elements, Performance Criteria, Knowledge Evidence, Performance Evidence, Range Statement (if included), Assessment Conditions have been identified.

Do this process for all of the Units of Competency in a qualification. The ‘unpacking’ process will identify overlaps contained in units of competency enabling teachers to structure learning that satisfies the requirements of a number of units simultaneously.  It will provide in-depth knowledge enabling development of appropriate Learning Programs incorporating learning strategies to give the best possible outcome for all parties. Doing this with Tas Tafe.

Task 1 - Analysis training package Here is a step-by-step instruction for the Assessment Task 1.

In this assessment task 1, you are required to research and analyse training package components to meet specific client needs (training package that is related to your vocational industry area). You are asked to complete a series of research on training.gov.au (Links to an external site.) and complete relevant sections on the provided template.

In Part 1 - analyse the training needs of a client in a scenario where you confirm understanding of the needs. In Part 2 - source and identify a training package from training.gov.au (Links to an external site.) that could satisfy the specific client needs. In Part 3 - research and analyse all qualifications in the TP. In Part 4 - identify and analyse a skill set (if available) In Part 5 - identify and interpret an appropriate qualification framework with consideration of packaging rules and suitable electives that meet client needs and job roles, quality assurance, AQF guidelines; justify your selection in report; use VET terminology appropriately. In Part 6 - select an appropriate unit of competency and its assessment requirements from training.gov.au (Links to an external site.) and interpret all parts of the selected unit; prepare information that incorporates the interpretation and analysis; use VET terminology appropriately. In Part 7 - show how to contextualise a selected unit to make it more meaningful for learners and employers (use advise on contextualisation in the training package companion volume). Please remove examples of contextualisation from the template and replace with your own examples.

Example: Report Analysis of the Training Package - SIF Training Package

Please see the example attached below in case the link t does not work. I hope this will help to clarify all your questions regarding the Assessment Task 1.

Task 2 - Analysis training package Task 3 - Design and Develop Learning Program Task 4 - Design and Develop Learning Program For the Assessment Tasks 3 and 4 you need to design, develop and review two learning programs that cover the requirements of at least one entire unit of competency from a nationally recognised training package qualification.

As we discussed, designing and developing a learning program is a creative step-by-step process and therefore may be approached in different ways.  Please read Topics 10-17 in Canvas Learning Resources.

As I promised, I have attached a sample of the learning program based on the unit TAEDEL301 Provide work skill instruction for you to review. Keep in mind that prior to any program design you must build a picture of competence by analysing (exploring) the unit elements, performance criteria, foundation skills and assessment requirements. One unit covers one workplace activity, one task. In other words, you start with ‘unpacking’ TAEDEL301 first. You are aiming to design a learning program that will produce ‘competent’ learners.

Start shaping your design with confirming the following questions:

  1. Why is this program needed?  What does it aim to achieve?  Learners need a statement of attainment.  Some learners will enrol for personal development purposes. 
  2. What benchmarks match the program aim?  TAEDEL301 Provide work skill instruction 
  3. Who are the target learners and what are their key characteristics?  Target learners are members of the public. They will: 
  • come from various industries
  • have varying levels of skills and knowledge
  • some may be working, but others may not 
  • age, gender and other key characteristics will vary
  1. Training needs: What existing skills and knowledge do the learners have (relevant to the benchmark) 
  • We must assume that participants have limited background coming into this program, so all aspects of the unit must be covered in training.
  • Program design must be flexible enough to allow trainers to modify to reflect skills and needs of each learner group.
  1. Learning needs: How do learners prefer to learn?   Previous participant surveys indicate: 
  • most clients prefer face-to-face training
  • only 62% of existing ABC Training House clients have internet access in their homes
  1. Support needs: What support might they need to successfully complete the program? 
  • Last year, 7% of ABC Training House clients needed mild LLN support.  Main skill gaps are in writing, and oral communication. 
  1. What other expectations, parameters or constraints should I consider when designing—e.g. 
  • Deadlines
  • Expected program schedule or time frames
  • Learning or assessment materials already purchased or developed?
  • Expected number of learners per group
  • Expected delivery mode
  • Budget
  • Availability of technology, equipment or other resources
  • Other?
  • Program must be developed within 4 weeks.  5 working days of development time are allocated for development. 
  • Expectation is face to face delivery, but an online component may be introduced if needed. 
  • Training must be scheduled as full days (9:00am – 4:30pm).  Total number of days TBC. 
  • Retail cost of program must be competitive with other RTOs offering a similar product. 
  • ABC Training House will purchase TAEDEL301 workbooks from GR8 Training Stuff P/L. 
  • All training rooms have whiteboards and computer with internet access, plus data projector.  A computer lab is on site and may be booked for some sessions if needed. 

The purpose of the ‘design’ step is to develop a broad shape of the program… a STRUCTURE.     Please see attached.

You must consider safety when designing a learning program.

By considering health and safety now, you can identify hazards posed by delivery of the learning program and take steps to eliminate or effectively control these hazards before training takes place.

To exercise your duty of care as a learning program designer, you should collaborate and communicate with others to: 

  • Identify potential hazards of the learning program
  • Assess risks posed by these hazards
  • Decide on controls that will be implemented to reduce or eliminate the likelihood of a safety incident once training begins.

Document your Risk Control Plan! 

A simple example of a Risk Control Plan is attached below with another sample of the learning program – Vodaphone learning program delivering a unit of competency BSBWRT301-Write simple documents.

I hope this will help you to document specific design and subject matter for learning programs, review learning programs with stakeholders and recommend adjustments.

For the Assessment Tasks 3 and 4 please upload both - your draft version of the learning program and your final updated version of the learning program.

Do not forget to date your documents in a footer to insure a Version control on both - draft and final updated versions of your documents (V1/ddmmyy). Not keeping a Version control on the documents could create issues with compliance in the audit process (STD RTO’s 2015).

Task 5 - Referee report. - TAE Teacher can do this based on other submissions, once sent in. - Also could be someone from the Training Provider if they see all the assessment submissions. Will decide based on how it all looks. Task 6 - Knowledge Questions Use glossary provided Identify training needs: Performance Appraisals New equipment Survey Work/Quality not to standard Non Endorsed - Skillsets, Companion guides. Mandatory support documents - Companion document - implementation guide.

Module 4 of 4 - Assessment

This appears to be more complex than the other clusters.

2023-Apr Checking if I can complete this as a week of learning with anyone - Answer - Sadly no due to work conflicts:

  • NDA.com.au has 3 days this month! However I’m working on 2 of the days.
    • They have 3 days in June (7/8/9) however one day is unavailable.
    • Email janelle@nda.com.au should my blocked dates become available.
  • TasTafe
    • They have 27 April 2023 – 30 Aug 2023 But this is on the same time as Born Global
    • They have 01 Aug 2023 – 24 Nov 2023 We will be in US for 4 weeks.
  • https://ilec.edu.au/product/tae40116-certificate-iv-in-training-and-assessment/
    • Supports CT
    • Everything is online
  • fortresslearning.edu.au All online - Supports CT
  • pinnaclesafety.com.au only support the complete TAE40116 as a training plan. They don’t break it down by Unit of competency.
  • www.hba.edu.au no longer teach 40116, they have upgraded, which means their CT/RPL requires completing the core units that I’ve done again. Only 3 units are mapped across from TasTafe TAE 40116.

Options: NDA.com.au - From their PDF: Session three – ‘Assessment’ covering the following units: • TAEASS401 – Plan assessment activities and processes • TAEASS402 – Assess competence • TAEASS403 – Participate in assessment validation • TAEASS502 – Design and develop assessment tools Following successful completion of the Assessment Activity Book plus associated classroom work, TAEASS401 – Plan assessment activities and processes, TAEASS402 – Assess competence, TAEASS403 – Participate in assessment validation shall be deemed competent.

Session four - Work-based delivery / assessment: Upon completion of session three, participants will attend a three-day training and assessment session. Observation will cover assessment requirements for the following units: • TAEDEL401 – Plan, organise and deliver group-based learning • TAEASS502 – Design and develop assessment tools Following the successful completion of the entire TAE Activity Book, plus observations of participant delivering training and assessing competence as listed, the participants shall be deemed competent in all units listed above.


Last modified June 11, 2023: AI on the go (77556dd)