Course Title: Facilitate vocational training
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: TCHE5954C
Course Title: Facilitate vocational training
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: 45
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 plan, prepare for and facilitate the vocational training of both individual learners and groups of learners via a face-to-face, in-person delivery mode. It includes customising and using existing session plans and learning resources, using these plans to facilitate training, and reviewing own practice.
The unit applies to entry-level vocational education and training (VET) teachers and trainers who use training and technical skills to deliver training based on a product that is nationally recognised or aligned with other recognised frameworks.
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: |
TAEDEL411 Facilitate vocational training |
Element: |
1. Plan and prepare for vocational training |
Performance Criteria: |
1.1 Identify purpose, target group, learning resources and requirements for training from the training and assessment strategy 1.2 Access nationally recognised units of competency or other performance benchmarks and identify required standard of performance 1.3 Arrange and review delivery plan, session plans and learning resources according to legislative and regulatory requirements 1.4 Identify and organise required support for foundation skill and learning needs within scope of own role; and make necessary adjustments and/or access specialist support where required 1.5 Identify and assess safety constraints and risks to training in line with work health and safety (WHS) policies and procedures |
Element: |
2. Customise vocational training |
Performance Criteria: |
2.1 Review information about learner characteristics and needs and their work context to identify customisation needs 2.2 Customise session plans and learning resources to suit learners and their context 2.3 Record amendments according to organisational procedures |
Element: |
3. Deliver face-to-face vocational training |
Performance Criteria: |
3.1 Prepare learning environment and check equipment prior to use according to organisational requirements 3.2 Facilitate face-to-face training sessions according to session plans 3.3 Use training facilitation techniques and activities that support and engage individual learners and groups of learners 3.4 Present information to individuals and groups using presentation techniques and aids 3.5 Identify and monitor health and safety hazards and risks, and implement and adjust risk controls to address risks during training 3.6 Maintain and store training records according to organisational requirements |
Element: |
4. Support individual and group learning |
Performance Criteria: |
4.1 Monitor and document learner progress according to organisational procedures 4.2 Monitor individual and group learning to identify learner difficulties and training challenges 4.3 Adapt session plans and adjust training facilitation techniques to respond to diverse learner needs and maintain learner motivation, engagement and commitment |
Element: |
5. Review vocational training practice |
Performance Criteria: |
5.1 Seek learner feedback according to organisational procedures 5.2 Analyse own practice of facilitating training and identify opportunities for improvements |
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 10 | 23 - 29 September |
Module introduction, then: Topic 1: Adult learning and instructional design
Topic 2: Design and develop plans for vocational training In this topic, participants ‘learn by doing’ – TAE program leader guides participants through the process of designing and developing vocational training plans and session plans needed for DEL Task 02 (participants develop plans in DEL Task 02 then will likely deliver 3 sessions from the plans they develop, for DEL Task 03).
|
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| Week 11 | 30 September - 6 October |
Topic 2, continued.
DEL Task 02: Design and develop plans for vocational training 1 Review and finalise the training plan
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| Week 12 | 7 - 13 October |
Topic 3: Facilitate vocational training
Topic 4: Facilitate workplace-based learning training
– differences between group training and individual facilitative strategies – differences between training in a training room versus in the workplace. To complete on own time: part 1 of DEL Task 05: Facilitate workplace-based training (they develop a workplace-based training plan)
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Assessment Task One Due Sunday 13 October 2024 at 11:59pm |
| Week 13 | 14 - 20 October |
Presentation in class to peers Task 3 |
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| Week 14 | 21 - 27 October |
Presentation in class to peers Task 3 |
Assessment Task Two Due Sunday 27 October 2024 at 11:59pm |
| Week 15 | 28 October - 3 November |
Presentation in class to peers Task 3 |
Assessment Task Three Due Sunday 3 November 2024 at 11:59pm |
| Week 16 | 4 - 10 November |
Presentation in class to peers Task 5 |
Assessment Task Six Due Sunday 10 November 2024 at 11:59pm |
| Week 17 | 11 - 17 November |
Presentation in class to peers Task 5 |
Assessment Task Four & Five Due Sunday 17 November 2024 at 11:59pm |
| Week 18 | 18 - 24 november | Marking & resubmission ONLY |
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:
- facilitate the following face-to-face, in-person, training sessions based on a training product that is nationally recognised or aligned with other recognised frameworks:
- a series of 3 sequential group training sessions of at least 30 minutes duration each to 1 group of learners, where the group must consist of at least 4 learners
- 2 different individual training sessions of at least 30 minutes duration each to a learner who is not part of the above group.
In the course of each of the above, the individual must:
- deliver all sessions in their entirety, from start to finish
- facilitate learner acquisition of skills and knowledge and learner independence
- monitor learner engagement and participation
- identify and respond to foundation skill needs.
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:
- legislative and vocational education and training (VET) regulatory requirements relating to the facilitation of individual and group-based vocational training based on products that are nationally recognised or aligned with other recognised frameworks
- organisational requirements and procedures for facilitating individual and group-based vocational training, including requirements for:
- using training and assessment strategies
- behaviour management
- record keeping
- risk identification, assessment and control
- learner support
- professional development
- processes for interpreting nationally recognised training products to identify the standard of performance required and:
- structure, content and application of products relevant to assessing competence, and how they are addressed in assessment tasks and processes
- requirements of foundation skills: language, literacy, numeracy, digital literacy and employability skills
- dimensions of competency and how they guide training practices
- strategies and processes for identifying and organising foundation skills support for learners, including language, literacy, numeracy, digital literacy and employability skills, including use of current authorised Australian foundation skills frameworks
- learning theories and adult learning principles relevant to the learning cohort, and their application to the facilitation of individual and group-based vocational training
- training practices, methods and techniques for facilitating individual and group-based vocational training and supporting effective learning, including those that are within scope of own role and that:
- promote learner engagement
- build safe and inclusive learning environments, including:
- providing learners with information
- using appropriate and inclusive language
- using diverse resources and methods
- addressing cultural sensitivity, safety and equity
- reflect learner characteristics, needs and behaviours, including:
- cultural and social practices
- mental health and wellness considerations
- neurodiversity
- identify and support learners with diverse and additional learning needs, including:
- behaviours that learners with learner difficulties may exhibit
- reasons that some learners may require additional support
- support strategies for different types of difficulty or need
- provide opportunities to review and reflect on own practice
- build skills in presenting and in applying presentation aids
- techniques for customising session plans and learning resources to suit learner characteristics and needs
- work health and safety (WHS) responsibilities relating to training, including:
- common hazards and risks
- risk controls.
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