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TAE40110 – Certificate IV in Training and Assessment

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1 TAE40110 – Certificate IV in Training and Assessment
This Course Requirements 10 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

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This Course Requirements Delivery Program Delivery Focus Assessment 2 day intensive Introduction to VET & VET Environment Unpacking a Unit of Competency TAEAS401 Building a training program Using Total VET TAEAS402 TAEAS403 6 week Project Design, build, deliver, assess your program Diarise your planning, delivery & assessment TAEAS404 TAEAS405 Prepare your presentation TAEAS406 Make your presentation to the class TAEAS407 Participate in Assessment Validation Participate in Continuous Improvement

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Pathways Learning 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.

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Pathways A 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.

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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

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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 pathways Credit transfers Traffic Restrictions for specific pathways Certificates for specific purposes/work (eg. Working at height, etc)

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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

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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.

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Major Pathways School 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, school leavers who enrolled in study 85,000 followed a VET stream 116,000 followed a Higher Education Stream

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Major Pathways Highest 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 55 418 54 394 Year 11 9 231 80 108 53 780 27 142 Year 10 9 287 97 422 47 995 Year 9 or lower 1 720 31 334 56 174 33 621 Did not go to school 148 553 2 137 2 283 5 121 82 457

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Major Pathways Students by selected current VET qualifications 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 03 - Engineering and related technologies 09 - Society and culture 04 - Architecture and building 10 - Creative arts 49 380 05 - Agriculture, environmental and related studies 70 966 11 - Food, hospitality and personal services 06 - Health 89 277

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Major Pathways About 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!

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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.

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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).

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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.

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SWL for VET in Schools Department 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

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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.


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The VET Environment Visit the website 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

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Who’s who in VET Visit the website: ”Training Packages at Work” Australian Qualifications Framework Australian Quality Training Framework Industry Skills Councils National Quality Council The National Vocational Education and Training System Vocational Education and Training in schools Victoria funding arrangements

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Certificate Levels Certificate Engagement Music context Other context Certificate 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 Discussion amongst candidates their context for the various AQF levels

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Assessment 1 activity 1. 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 Candidates 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.

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NCVER: National Centre for Vocational Education Research Complete an AVETMISS form VET students by Industry VET students mapping

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FAQ on Training Packages Status of Training Packages Training Packages FAQ

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Find your Training program List of Training Packages – linking to Website Download your Training Package to your memory stick Select your qualification form the list in the table of contents

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Match the Training Package rules with VCAA or State Endorsed Packages VCAA View a VCAA Extract for Endorsed Course Ensure the selection of Units for your program meet the requirements for both bodies

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Unpacking a Training Package Coding and Titling Implementation & Use of Training Packages Unit Descriptor Employability Skills – Teaching employability skills Skill Sets Application of the Unit Elements of Competency Performance Criteria Required Skills & Knowledge Range Statement Evidence Guide Contextualising a Unit

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Assessment Task 1 (cont) Outline the purposes of each section of a Unit of Competency Elements Performance Criteria Skills and knowledge Range Statement Evidence Guide Employability 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

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Select Your Qualification Open TV for TAA

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Select Your 2 Units 2nd page of the Resource Folder contents, teachers open their relevant training program and select the 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

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Select Your 2 Units Nominal Hours Check the Purchasing Guide link – Item 11 to review Nominal Hours. These can also be accessed from the VCAA supplements.

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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.

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Select Your 2 Units Nominal Hours Enter the Nominal hours into Total VET for each selected Unit

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Organise your Elements for the Unit Complete the Elements Overview with the suitable Elements for the selected Units

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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.

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Analyse the Content of the Unit Open Item 41 – Create a Presentation & work through the process of unpacking a Unit of Competency Just paraphrase the general intent from the UoC. Details will be entered in the Mapping Templates later.

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Plan the Content of your Delivery Using the content from the last slide, teachers identify suitable lessons which would cover the content for each of the 2 Units

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Plan the Formative Exercises As teacher develops formative activities, enter the names of the formative activities on this page & then the criteria that would lead to completing the task Enter relevant dates you expect to run the activity Replace the names with your own

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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.

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Designing Assessment Tools Guide When creating your assessment task, use at least 2 assessment types. Assessment Types can be identified as: Observation Interview Project Portfolio Information about each of these assessment types can be read in THIS NQC DOCUMENT Open 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 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.

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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. Check the ASR; LNR and Mapping Templates

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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.

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Program Feedback Participants are requested to complete the feedback form, available at 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.

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Before we finish Candidates 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 Need 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.

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