Course Title: Work effectively in the VET sector
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: TCHE5957C
Course Title: Work effectively in the VET sector
School: 525T Business & Enterprise
Campus: City Campus
Program: C4436 - Certificate IV in Training and Assessment
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 99251485
Course Contact Email: jeremy.glover@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 40
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
Nil
Course Description
This unit describes the skills and knowledge required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor.
The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO).
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEPDD401 Work effectively in the VET sector |
Element: |
1. Interpret VET policy context |
Performance Criteria: |
1.1 Access and interpret the regulatory standards for RTOs and associated VET regulator guidance to support RTO compliance 1.2 Access and interpret regulatory and compliance requirements relevant to the role of a VET teacher, trainer and assessor 1.3 Access and interpret the Australian Qualifications Framework (AQF) and how it applies to the delivery of vocational education and training 1.4 Identify, access and interpret information on VET policy and how it may impact roles and responsibilities of VET teachers, trainers and assessors |
Element: |
2. Operate within VET delivery and compliance frameworks |
Performance Criteria: |
2.1 Identify job roles and functions, including related work processes, within VET environments 2.2 Analyse organisational policies and procedures relevant to VET teachers, trainers and assessors that are applicable to a VET environment 2.3 Identify and access opportunities to increase knowledge of VET compliance frameworks and quality improvement processes |
Element: |
3. Work effectively with vocational learners |
Performance Criteria: |
3.1 Identify the range of learner cohorts undertaking training within the VET sector including the needs and expectations of each 3.2 Interpret common processes used to identify and address individual learner needs 3.3 Identify organisational, legislative and regulatory requirements associated with working with vocational learners 3.4 Identify best practice principles related to learner diversity and inclusivity 3.5 Interpret processes used to seek and act on feedback from vocational learners to improve the quality of training and assessment in a VET environment |
Element: |
4. Plan to improve own professional practice |
Performance Criteria: |
4.1 Evaluate own vocational competency and industry currency in relation to meeting regulatory and other standards when working as a VET teacher, trainer and assessor 4.2 Identify digital technology requirements relevant to the role of VET teachers, trainers and assessors 4.3 Identify sources of feedback from industry, colleagues and learners to improve professional practice 4.4 Identify opportunities to improve skills and knowledge to enhance professional practice 4.5 Develop a plan to build and maintain vocational competency and industry currency, and skills and knowledge required for the delivery of vocational training including digital skills |
Learning Outcomes
Details of Learning Activities
Learning activities activities include discussions, quizzes, peer presentations, small group work, online research tasks, simulations and creating workplace documents. These activities and the participant manual form a core component of the course and the relevant activities will need to be completed prior to the live session each week.
Teaching Schedule
| Week | Date | Topic | Assessment / Learning activities |
Week 1 |
15 - 21 July | Topic 1: The VET system |
|
Week 2 |
22 - 28 July | Topic 2: Working in VET as a trainer and assessor |
PDD Task 01: Identify VET frameworks, roles and responsibilities Due Sunday 28 July 2024 11:59pm |
Week 3 |
29 - 4 August |
Topic 1: Adult learning: an introduction Topic 2: Identify needs and objectives Topic 3: Plan training sessions |
PDD Task 02: Develop a professional development plan Due Sunday 4 August 2024 11:59pm |
Week 4 |
5 - 11 August |
Topic 4: Deliver training: principles of effective communication Topic 5: Plan and deliver training sessions with a presentation Topic 6: Record and review training |
Due Sunday 11 August 2024 11:59pm TTT Task 01: Knowledge questions TTT Task 02: Provide work skill instruction for an individual
|
Week 5 |
12 - 18 August | Assessment Support Session/Help Tutorial. This week does not include any new content - it is a chance for consolidation, questions, assistance with the aim of everyone submitting and finalising All outstanding Assessment Tasks.
|
|
Week 6 |
19 - 25 August | Marking & Resubmissions Only |
Due Sunday 25 August 2024 11:59pm TTT Task 03: Train a small group (1) TTT Task 04: Train a small group (2)
|
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- develop a plan for own development, including:
- identifying and applying the regulatory requirements of a vocational education and training (VET) teacher, trainer and assessor
- evaluating vocational competency and industry currency, and current skills and knowledge related to the delivery of vocational training, including digital skills
- identifying opportunities for professional development to improve professional practice and knowledge
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- purpose of the VET Quality Framework and key content relevant to VET teachers, trainers and assessors, including:
- Standards for Registered Training Organisations (RTOs) 2015 (or their successor)
- structure and overarching content and levels of the Australian Qualifications Framework (or its successor)
- VET sector structure and roles and responsibilities of key stakeholders, including:
- Australian government
- state and territory governments, including state or territory training authorities
- VET regulators
- training package developers
- peak bodies
- networks, communities of practice and professional development providers
- legislative and VET regulatory requirements relevant to VET teachers, trainers and assessors, including:
- training and assessment
- vocational learner support
- trainer and assessor qualifications
- maintaining vocational competency, industry currency and skills and knowledge in vocational training and learning
- working under supervision
- organisational requirements and procedures relating to working as a VET teacher, trainer and assessor at an RTO, including:
- position description
- induction
- code of conduct
- duty of care
- risk mitigation
- continuous improvement
- records management
- professional development and maintaining currency
- diversity and inclusion
- privacy and confidentiality
- anti-discrimination
- consumer protection requirements
- copyright and plagiarism
- internal quality audits
- child safe standards
- workplace health and safety
- key components of plan to improve own professional practice
- features of the competency-based VET system, including:
- industry aligned
- nationally focus
- based on competency standards that define the standard of performance required in the workplace
- assessment is criterion referenced not norm referenced
- use of ‘competent’ and ‘not yet competent’
- dimensions of competency
- diversity of learners in VET, their needs and expectations, and implications for own inclusive work practices
- current authorised Australian foundation skill frameworks used to analyse the foundation skill demands of training products and levels of learners and candidates
- VET sector terminology, including terminology used in nationally recognised training products.
Feedback
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Assessment:
Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview