Course Title: Plan, organise and deliver group-based learning

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5202C

Course Title: Plan, organise and deliver group-based learning

School: 360T Education

Campus: City Campus

Program: C4277 - Certificate IV in Training and Assessment

Course Contact: Paschal Somers

Course Contact Phone: +61 3 9925 4911

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Workforce Development
Building 51 - Level 2
80 - 92 Victoria St 3053

Ph: 9925 4933

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.

This unit typically applies to a person working as an entry-level trainer, teacher or facilitator in or with a training and assessment organisation. The person will be working from a learning program developed by someone else, and structuring the learning around that program.

This unit includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL401A Plan, organise and deliver group-based learning


1/. Interpret learning environment and delivery requirements

Performance Criteria:

1.1. Access, read and interpret learning program documentation to determine delivery requirements
1.2. Use available information and documentation to identify group and individual learner needs and learner characteristics
1.3. Identify and assess constraints and risks to delivery
1.4. Confirm personal role and responsibilities in planning and delivering training with relevant personnel


2/. Prepare session plans

Performance Criteria:

2.1. Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2. Develop session plans and document these for each segment of the learning program
2.3. Use knowledge of learning principles and theories to generate ideas for managing session delivery


3/. Prepare resources for delivery

Performance Criteria:

3.1. Contextualise existing learning materials to meet the needs of the specific learner group
3.2. Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3. Confirm overall delivery arrangements with relevant personnel


4/. Deliver and facilitate training sessions

Performance Criteria:

4.1. Conduct each session according to session plan, modified where appropriate to meet learner needs
4.2. Use the diversity of the group as another resource to support learning
4.3. Employ a range of delivery methods as training aids to optimise learner experiences
4.4. Demonstrate effective facilitation skills to ensure effective participation and group management


5/. Support and monitor learning

Performance Criteria:

5.1. Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met
5.2. Make adjustments to the delivery sessions to reflect specific needs and circumstances
5.3. Manage inappropriate behaviour to ensure learning can take place
5.4. Maintain and store learner records according to organisational requirements

Learning Outcomes

The learning outcomes for this course will enable the learner to:
• facilitate group-based learning by preparing and delivering a series of training sessions,
• identify and respond to diversity and individual needs
• access and use documented resources and support personnel to guide inclusive practices.

Details of Learning Activities

All learning acitivities you will undertake within the Cert IV in Training and Assessment program are designed to provide you with the skills, knowledge and attitudes required to perform training and assesmsent to the standard expected in the workplace. For each course in this program you will receive a result of ’competent’ or ’not yet competent’ as your final mark, no graded assessment is used.

You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, delivering learning programs, group discussions and working in pairs. Other activities will include: reading and discussing the perscribed text, online research, and the reading articles provided by your trainer.

At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:

• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.

Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

TAEDEL401A delivery matrix

Delivery matrix info:

TAEDEL401A and PSPGOV414A Delivery Matrix:

Delivery for these units are as follows:

Intensive program - day 8, 9. 10 and 11

Semester long program - 12, 13, 14, 15, 16 and 17 (Sat)

a detailed matrix is located on Blackboard

Learning Resources

Prescribed Texts

There is no prescribed text for the TAE40110 qualification, but several texts are recommended as reading for the program.


Knowles, M. Holton, E. & Swanson, R. (2005). The Adult learner (6th Ed). Elsevier  Butterworth, Heinemann Publishers.
Brookfield, S. (1986). Understanding the Adult Learner. Jossey-Bass
Rogers, A. & Horrocks, N. (2010). Teaching Adults. Open University Press
Biggs, J. & Tang, C. (2003) Teaching for Quality Learning at University. Open University Press.
Hill, Hill and Perlitz. (2013) Vocational Training and Assessment. McGraw Hill Education

Other Resources

Electronic resources are located on Blackboard.

Overview of Assessment

The unit ’TAEDEL401A Plan, organise and deliver group based learning’ is holistically assessed with other units within the TAE40110 qualification.  A detailed list of units can be found in the ’In Class assessment task Project 1 and Workplace Project 2’.  

Assessment Tasks

An Online Quiz is available through Blackboard, this can be completed during the program.

Project 1 - an ’in class’ group project in which you design and develop a learning program for a simulated work environment

Project 2 - a project in which you design, develop, deliver and assess a learning program for your own workplace or a training environment of your choice.

Comprehensive project briefing documents will be provided at the commencement of classes.

It is a requirement of the Certificate IV Training and Assessment (TAE40110) program, that all assessment projects (both in-class (Project 1), the workplace (Project 2) are to be submitted electronically through the RMIT ‘C4277TAE’ Blackboard site. You are asked to submit each assessment project as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet - multiple project files will not be accepted.
 *Please add your name and student no: into the footer of your project document.
 *Please note, that no ‘Hard Copy’ portfolios will be accepted.

RMIT Electronic Submission of work for assessment
 In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: )

Assessment Matrix

TAE40110 Assessment Matrix

TAEDEL401A Assessment matrix

This unit is holistically assessed in Project 1 (in class), Project 2 (workplace) and an Online quiz

a detailed assessment matrix in located in Blackboard

Other Information

“In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.

Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy 


Course Overview: Access Course Overview