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Recognition of Prior Learning with the Australian Institute of Accredited Training

Recognition of Prior Learning (RPL)
means an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non-formal and informal learning to
determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses.

·       formal learning refers to learning that takes place through a structured program of instruction and is linked to the attainment of an AQF qualification or statement of
attainment (for example, a certificate, diploma or university degree);

·       non-formal
learning refers to learning that takes place through a structured program of instruction, but does not lead to the attainment of an AQF qualification or statement of attainment (for example, in-house professional development programs conducted by a business); and

·       informal learning refers to learning that results through experience of work-related, social, family, hobby or leisure activities (for example the acquisition of interpersonal skills developed through several years as a sales representative).

RPL recognises this prior knowledge and experience and measures it against the course in which candidate is enrolled.  A learner possessingsome of the skills and/or knowledge required in the course may not need to complete all of its units.

Qualification Description TAE50216

This qualification reflects the roles of training developers and instructional designers who are responsible for analysing training needs and designing training solutions and products to meet workplace capability requirements, and evaluating the effectiveness of training programs. They may have a role in providing guidance and advice to trainers and assessors, promoting innovative practices, e.g. e-learning, and in researching and incorporating best practice in training and assessment into training programs and products. The volume of learning of a Diploma of Training Design and Development is typically one to two years.

Entry Requirements for Perth TAE40110

There are no formal requirements to gain entry into this qualification, however our workshops are aimed at participants who have a degree of experience in a training and/or assessment capacity, be able to navigate through the basic functions of a computer including the use of programs such as Word, Excel and pdf. If you would like to discuss your acceptance into our workshops based upon your existing experience please contact our friendly team.

To support your studies you will be provided with qualified trainers, all learning materials, flexible delivery options, telephone and email support. This program requires a significant amount of reading and writing. You will need:
1. Language and literacy skills at a level that enables you to access, interpret, understand and use WHS information and data (including legislation, regulations and      other guidance materials) and to write succinct policies, procedures, plans and reports
2. Numeracy skills at a level that enables you to read and understand managerial performance indicators and related statistics and measurements, and to allocate timeframes, and financial and other resources required to implement plans
3. Technology skills to conduct online research using a web browser (e.g. Internet Explorer, Firefox) and to use a variety of software applications to read PDF files (e.g. Adobe), produce documents (e.g. Microsoft Word, PowerPoint), and analyse information and data (e.g. Excel)
4. The ability to research information and data: from a variety of sources such as legislation, codes of practice, Australian standards and policy and proceedures.

Overview of the Perth TAE40110 course

The Certificate IV in Training and Assessment has been specifically designed to meet the needs of trainers and assessors by using a practical, work related, hands on approach. This course is extremely flexible. The qualification consists of 5 days of face to face training by our highly skilled trainer who is an industry expert. The emphasis of the course is on useful activities and practical industry projects. Real life scenarios and discussions of everyday issues make up a large portion of the program.

Benefits and Outcomes

Anyone who needs the training and assessment qualification with a view of gaining employment as a trainer and assessor and people from organisations working in the field of human resources, training or assessment, including RTO’s. To support your studies you will be provided with a qualified trainer, all learning materials, flexible delivery options, telephone and email support.

  • Nationally recognised training qualification as set by AQTF
  • Improved training and assessment skills
  • Confidence in designing, developing and planning an effective course
  • Learn to effectively unpack training units
  • Flexible skill sets to accommodate tight work schedules

Prerequisites and skill sets

Participants are required to have sound English language, literacy, numeracy and computer skills. Participants will need access to a workplace to complete learning and assessment activities. Skill sets are a combination of key units of competencies. Completing individual skill sets provides a flexible pathway to obtaining an accredited qualification. Reduce time away from the workplace, are cost effective and offer the benefit of immediate application of skills and knowledge.

5 day Dynamic face-to-face facilitation

Cluster 1: Design

  • Understanding training packages
  • Vocation education training sector and acronyms
  • Applying training packages in the workplace
  • Address adult language literacy and numeracy
Cluster 2: Delivery

  • Work based delivery
  • Principles of adult learning and how to deliver to adults
  • Deliver a presentation
Cluster 3: Assessment

  • Developing assessment tools that address units of competency
  • Recognition of prior learning
  • Principles of assessment
  • Validation and moderatio







Certification

What a great way to earn this certification. Assessment takes place throughout the training. You will complete questions, role plays and group activities in an informal and supported fun environment. Your qualification will be issued on successful completion and subsequent assessment of:

  • Participation during course activities
  • Presentation of training sessions
  • Completion of workplace assignments




Career opportunities include:

  • RTO trainer and / or assessor
  • An enterprise trainer
  • An enterprise assessor
  • Training adviser or training needs analyst
  • Vocational education teacher
  • Individuals taking on a training and/or assessing role


Post course assessment

Post course practical assignments consist of the following assessment tasks:

  • Locate and unpack a Training Package which is most relevant to your industry and complete short answer questions found on www.training.gov.au.
  • Unpack a unit of competency from your selected qualification and complete short answers covering one example from the unit relevant to each criterion, identify core LLN skills in the unit and make a judgement of the ACSF performance levels as part of assessment for TAELLN411 Address adult language, literacy and numeracy skills.
  • Design a competency based learning program within an industry you are familiar with. This learning program should be based on a minimum of 3 units of competency, to be delivered to a target group in the workplace. The duration of the learning program must be sufficient to cover all performance criteria of the units. As a guide, the minimum duration should be 24 hours. Because you are required to deliver a group-based training session based on one of the units in this program, include units you are familiar with and are likely to train at work.
  • Complete a hazard identification checklist of the venue where you will be training. You may use your organisation’s hazard identification documentation such as a Take 5 or a Job Hazard Analysis.
  • Deliver 2 consecutive presentations totalling at least 80 minutes in duration. The deliveries should be presented at your workplace and observed by your workplace supervisor. If you do not have a workplace, we will assist you in accessing an operating training and assessment environment or simulated environment. Although the unit BSBCMM401 does not specify a time and is performance based, industry dictates a presentation session to be at least 40 minutes in duration. Your workplace supervisor submits a 3rd party report based on your performance. The supervisor is not to assess but to provide important feedback of your performance using a template supplied by us in your assessment workbook.
  • Develop and conduct a work-based learning pathway for an individual at your workplace. This work-based learning pathway must be contextualised to the specific needs of an individual in your workplace. It must incorporate the coaching of at least two different work skills. The work-based learning pathway must identify and address core LLN issues in training at a workplace. The work-based learning pathway should span over at least 2 days.

Articulation

Pathway from the Cert IV TAE would be to enrol into the Diploma of Training and Assessment, Diploma of Vocational Education Training from the Training and Education Training Package.

Packaging Rules

These are the rules we as trainers and assessors apply in facilitating this qualification. These rules are set out by the industry skills council IBSA. TAE40110 Packaging Rules

TAE40110 Certificate IV in Training and Assessment.

The qualification consists of 7 core units and 3 elective units

TAEDES401A Design and development learning programs
This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness. This unit typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.

TAEDES402A Use training packages and accredited courses to meet client needs
This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. This unit typically applies to a person working in or with training and/or assessment organisations as an entry-level trainer, teacher, facilitator or assessor. It assumes that the person is working from a pre-defined training product, such as a training package or accredited course, and applying that product to meet client needs.

TAELLN4011 Address adult language literacy
This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group. The unit applies to individuals who teach, train, assess and develop resources. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner.

TAEDEL401A Plan, organise and deliver group-based learning
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.

Plan, organise and facilitate learning in the workplace
This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace. This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning through work.

TAEDEL301A Provide work skill instruction
This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one’s own personal training performance. It emphasises the training as being driven by the work process and context.

BSBCMM401 Make a presentation
This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience. This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

TAEASS402B Assess competence
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.

TAEASS401B Plan assessment activities and processes
This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL. The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.

TAEASS403B Participate in assessment validation
This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process. This unit typically applies to those participating in assessment validation. It does not address leading the validation process.

TAE40110 Breakdown

TAE50216

Diploma of Training Design and Development

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Diploma of Training Design and Development TAE50216


Qualification Description

This qualification reflects the roles of training developers and instructional designers who are responsible for analysing training needs and designing training solutions and products to meet workplace capability requirements, and evaluating the effectiveness of training programs. They may have a role in providing guidance and advice to trainers and assessors, promoting innovative practices, e.g. e-learning, and in researching and incorporating best practice in training and assessment into training programs and products.

The volume of learning of a Diploma of Training Design and Development is typically one to two years.

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Perth Diploma of Training Design and Development TAE50216

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