Presentation on theme: "TAE40110 – Certificate IV in Training and Assessment"— Presentation transcript:
1TAE40110 – Certificate IV in Training and Assessment This Course Requirements10 Units of CompetencyCoreTAEDES401A Design and develop learning programsTAEDES402A Use training packages and accredited courses to meet client needsTAEDEL401A Plan, organise and deliver group-based learningTAEDEL402A Plan, organise and facilitate learning in the workplaceTAEASS401A Plan assessment activities and processesTAEASS402A Assess competenceTAEASS403A Participate in assessment validationElectivesTAETAS401A Maintain training and assessment informationTAEASS502A Design and develop assessment toolsBSBCMM401A Make a presentation
2TAE40110 – Certificate IV in Training and Assessment This Course RequirementsDelivery ProgramDelivery FocusAssessment2 day intensiveIntroduction to VET & VET EnvironmentUnpacking a Unit of CompetencyTAEAS401Building a training programUsing Total VETTAEAS402TAEAS4036 week ProjectDesign, build, deliver, assess your programDiarise your planning, delivery & assessmentTAEAS404TAEAS405Prepare your presentationTAEAS406Make your presentation to the classTAEAS407Participate in Assessment ValidationParticipate in Continuous Improvement
3TAE40110 – Certificate IV in Training and Assessment PathwaysLearning pathwaysindividuals navigate their learning and life experiences through education and training, work, community and personal life.transitions that individuals make both within and between educational sectorsOccupational pathwaysmovements and progression within a particular vocational area, and these are often promoted by particular industries keen to attract and retain workersindustry-specific training does not necessarily lead to individuals gaining work in that industry.Career pathwaysmore 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.
4TAE40110 – 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.
5TAE40110 – Certificate IV in Training and Assessment PathwaysHarris, 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 occupationCareer 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
6TAE40110 – Certificate IV in Training and Assessment PathwaysForced learners:undertake what appears to be a completely different course of study for professional development reasonssome 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 transfersTraffic Restrictions for specific pathwaysCertificates for specific purposes/work (eg. Working at height, etc)
7TAE40110 – Certificate IV in Training and Assessment Major Pathwaysfrom school into VET, higher education or workwithin 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 thisfrom VET to work; their work may be in a related or different area from their qualificationfrom VET to higher education; this may involve studies in the same area, or a different onewithin the higher education sector to other courses or institutions
8TAE40110 – Certificate IV in Training and Assessment Major Pathwaysfrom 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 studyfrom unemployment (whether short- or long-term) or absence from the workforce and into adult education, VET or higher educationfrom 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.
9TAE40110 – 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 above29%Diploma / Advanced Dip5.5%Certificate18.3%Year 12 or below1.4%Not studying42.8%Of the 201, school leavers who enrolled in study85,000 followed a VET stream116,000 followed a Higher Education Stream
10TAE40110 – Certificate IV in Training and Assessment Major PathwaysHighest prior level of education for people with no post-school education by current VET qualification 2009Previous highest education levelDiploma or higherCertificate III/IVCertificate I/IInon-AQF qualificationTotalYear 1262 07155 41854 394Year 119 23180 10853 78027 142Year 109 28797 42247 995Year 9 or lower1 72031 33456 17433 621Did not go to school1485532 1372 2835 12182 457
11TAE40110 – Certificate IV in Training and Assessment Major PathwaysStudents by selected current VET qualificationsMajor course field of educationTotal Students in the field01 - Natural and physical sciences6 26607 - Education57 23102 - Information technology33 23608 - Management and commerce03 - Engineering and related technologies09 - Society and culture04 - Architecture and building10 - Creative arts49 38005 - Agriculture, environmental and related studies70 96611 - Food, hospitality and personal services06 - Health89 277
12TAE40110 – Certificate IV in Training and Assessment Major PathwaysAbout 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) andeducation. Most probably those in Education are undertaking the Certificate IV in Training and Education!
13TAE40110 – Certificate IV in Training and Assessment Summary of major pathwaysQuite substantial numbers of VET graduates go on to university-level studyA 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.
14TAE40110 – Certificate IV in Training and Assessment Issues of articulationall 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).
15TAE40110 – Certificate IV in Training and Assessment National Goals for SchoolingNew Framework for Vocational Education in Schools – Policy Directions, 2001 (MCEETA) p. 11Vocational 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.
16TAE40110 – Certificate IV in Training and Assessment SWL for VET in SchoolsDepartment of Education, Science and Training, 2005, Guidelines for theStructured Workplace Learning (SWL) Programme, pp. 1–2)Provides supervised learning in the workplaceContributes to assessment of Units of CompetencyMonitored through a relevant RTOTarget group being Years 9 – 12Recognised in the Senior School Certificate
17TAE40110 – Certificate IV in Training and Assessment VET in SchoolsEstablished part of mainstream senior education across AustraliaVETiS programs are part of the Senior Certificate program in nearly ALL schoolsThe OHS component MUST be delivered before any SWL activity.
19TAE40110 – Certificate IV in Training and Assessment The VET EnvironmentVisit the website for an overview of the VET SystemThe structure of VETThe history of VETNational StrategiesLegislationAQTFNational VET Data StrategyVarious LinksNational Reporting System
20TAE40110 – Certificate IV in Training and Assessment Who’s who in VETVisit the website: ”Training Packages at Work”Australian Qualifications FrameworkAustralian Quality Training FrameworkIndustry Skills CouncilsNational Quality CouncilThe National Vocational Education and Training SystemVocational Education and Training in schoolsVictoria funding arrangements
21TAE40110 – Certificate IV in Training and Assessment Certificate LevelsCertificateEngagementMusic contextOther contextCertificate IIntroduction, broad focus.Concentrating on personal engagementRudimentary development of performance & theory skills/knowledgeCertificate IIEngagement in the local environment such as home and schoolDevelopment of some level of skill to perform music/songs to a satisfactory levelCertificate IIIMoving from the school environment to the local community such as local clubs, municipal youth eventsSome degree of specialisation and development of specific techniquesCertificate IVFocussing on State-wide festivals and engagement within the industry independentlyHigh degree of technical development and competent in most aspects of performanceDiplomaSelf motivated engagement in developing performance opportunities nationallyHigh degree of competency across genres and competent performerDiscussion amongst candidates their context for the various AQF levels
22TAE40110 – 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 VETNationally Agreed Standards for vocational educationNational Occupational Health and Safety CommissionAccess and EquityAQTF evidence guideAQTF quality indicatorsStandards for Registered Training OrganisationsCandidates access their memory stick & open the Assessment summary page. Use the hyperlink to open Assessment Task TAES401A.Rest of the session is spent working through this task.
23TAE40110 – Certificate IV in Training and Assessment NCVER: National Centre for Vocational Education ResearchComplete an AVETMISS formVET students by IndustryVET students mapping
24TAE40110 – Certificate IV in Training and Assessment FAQ on Training PackagesStatus of Training PackagesTraining Packages FAQ
25TAE40110 – Certificate IV in Training and Assessment Find your Training programList of Training Packages – linking to Training.gov.au WebsiteDownload your Training Package to your memory stickSelect your qualification form the list in the table of contents
26TAE40110 – Certificate IV in Training and Assessment Match the Training Package rules with VCAA or State Endorsed PackagesVCAAView a VCAA Extract for Endorsed CourseEnsure the selection of Units for your program meet the requirements for both bodies
27TAE40110 – Certificate IV in Training and Assessment Unpacking a Training PackageCoding and TitlingImplementation & Use of Training PackagesUnit DescriptorEmployability Skills – Teaching employability skillsSkill SetsApplication of the UnitElements of CompetencyPerformance CriteriaRequired Skills & KnowledgeRange StatementEvidence GuideContextualising a Unit
28TAE40110 – Certificate IV in Training and Assessment Assessment Task 1 (cont)Outline the purposes of each section of a Unit of CompetencyElementsPerformance CriteriaSkills and knowledgeRange StatementEvidence GuideEmployability SkillsDesign a Learner Handbook to distribute to students at the beginning of a course .This should include:Qualification coverInformation about the qualification and proceduresAssessment organisationLearning program detailsStructured Workplace LearningStudy pathwaysStudent rights and responsibilitiesFeedback opportunitiesContact details of RTO
29TAE40110 – Certificate IV in Training and Assessment Select Your QualificationOpen TV for TAA
30TAE40110 – Certificate IV in Training and Assessment Select Your 2 Units2nd page of the Resource Folder contents, teachers open their relevant training program and select the 2 Units1. 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
31TAE40110 – Certificate IV in Training and Assessment Select Your 2 UnitsNominal HoursCheck the Purchasing Guide link – Item 11 to review Nominal Hours. These can also be accessed from the VCAA supplements.
32TAE40110 – Certificate IV in Training and Assessment Review Nominal Hours for the Units of your training packageUse of Nominal Hours1 VCE Unit credit = 90 Nominal HoursNominal hours are the hours of training nationally required to achieve the outcomes of the Unit of CompetencyThe 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 usednominal hours are used as a mechanism for funding allocation.
33TAE40110 – Certificate IV in Training and Assessment Select Your 2 UnitsNominal HoursEnter the Nominal hours into Total VET for each selected Unit
34TAE40110 – Certificate IV in Training and Assessment Organise your Elements for the UnitComplete the Elements Overview with the suitable Elements for the selected Units
35TAE40110 – 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.
36TAE40110 – Certificate IV in Training and Assessment Analyse the Content of the UnitOpen Item 41 – Create a Presentation & work through the process of unpacking a Unit of CompetencyJust paraphrase the general intent from the UoC. Details will be entered in the Mapping Templates later.
37TAE40110 – Certificate IV in Training and Assessment Plan the Content of your DeliveryUsing the content from the last slide, teachers identify suitable lessons which would cover the content for each of the 2 Units
38TAE40110 – Certificate IV in Training and Assessment Plan the Formative ExercisesAs teacher develops formative activities, enter the names of the formative activities on this page & then the criteria that would lead to completing the taskEnter relevant dates you expect to run the activityReplace the names with your own
39TAE40110 – 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 asThe administration, recording and reporting requirements.
40TAE40110 – 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:ObservationInterviewProjectPortfolioInformation about each of these assessment types can be read inTHIS NQC DOCUMENTOpen pdf file Resource Folder Contents. Navigate to Item 31. Students read through this document and respond to these 9 questions as a group.Ensure you cover all aspects of:Performance CriteriaSkills and KnowledgeEvidence GuideFrom the Range Statements, identify aspects which are relevant to your context. You don’t have to cover all options in the range statements.
41TAE40110 – Certificate IV in Training and Assessment Assessment Tool TemplatesComplete the details on the Cover PageDetermine an industry focus/context for the taskUsing your TV Program Analysis Worksheet, determine the activities students need to complete:To demonstrate competency for the Performance CriteriaWhich clusters relevant Performance Criteria together as appropriateTo contextualise the task suitable for your studentsWhich fulfil the requirements of Skills and KnowledgeWhich fulfil the evidence requirementsWhich fulfil the requirements of the Range StatementUsing 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.Check the ASR; LNR and Mapping Templates
42TAE40110 – Certificate IV in Training and Assessment Assessment Components in Total VETOpen you Total VET Excel workbook.In the “Task List” sheet, type in the name of each assessment task for the relevant Unit of CompetencyClick on the relevant “AT” hyperlink which takes you to the assessment sheet for that taskParaphrase each criterion of the assessment task in the relevant columns of Row 7From 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.
43TAE40110 – Certificate IV in Training and Assessment Program FeedbackParticipants are requested to complete the feedback form, available atReferrals: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.
44TAE40110 – 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 DirectoryCompleted TV for TAA Excel WorkbookA review of your 6 week program, noting improvements you would implementAfter your TAE40110 programYour assessor will review all your assessments within the weekSend your results to ACAS to confirm your qualification statusPost your Certificate and your USB memory drive back to youNeed an Extension?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.