PLA Task 01: Knowledge Questions Plan Training

Assessment Task

Unit(s) of Competency Covered

• TAEDES412 Design and develop plans for vocational training
• TAEDEL411 Facilitate vocational training
• TAEDEL412 Facilitate workplace-based learning

Theories and Principles of Adult Learning and Instructional Design

your understanding of theories and principles of adult learning and instructional design
how to incorporate these theories and principles to facilitate learning in a range of training situations.

Regulatory Requirements

First, access the Standards for Registered Training Organisations (RTOs) 2015 (SRTOs). Next, analyse Standard 1 of the SRTOs (SRTO1) and answer these questions.

Question

Justify your response and reference one (1) relevant SRTO1 Clause or Schedule that contains information you used to justify the response.

• Must RTOs cover all requirements of the unit of competency or accredited course module in the vocational training plans they develop and deliver?
• Do the SRTOs specify how many hours of training are required for each unit of competency or accredited course module?
• Where 2 different groups of learners want training in the same unit of competency, do the SRTOs require RTOs to deliver training in the same way to both groups?
• Must all trainers who deliver training for an RTO hold TAE40122 Certificate IV in Training and Assessment

Training and Assessment Strategies (TAS)

• Explain what a TAS is—how does a TAS differ from a vocational training plan or delivery plan for a unit of competency?
• List 5 items of key information that you would expect to find in a TAS.
• Outline how you would use information in a TAS to guide how you design and develop plans for vocational training.

Purpose and Use of the National VET Register

Explain how you could use Australia’s National VET Register—training.gov.au—to stay up to date with changes to training packages, qualifications or units of competency relevant to your industry or area of expertise.

How You Ensure Healthy and Safe Learning

Outline responsibilities trainers have for ensuring healthy and safe learning.

Questions

• What safety-related information are you responsible for providing learners with, either before or at the start of:

Facilitation Techniques

1. Name one (1) learning topic relevant to your industry or area of expertise that you might train in-person, with a group or learners or with an individual.
2. Next, assume that you are delivering training in the above topic. For each scenario below, describe one (1) facilitation technique you could use to ensure healthy, safe and inclusive learning for all learners.

Guidance

You must provide a specific example of a facilitation technique or approach that is suitable for your training topic and that ensures healthy, safe and inclusive learning for all learners.

Scenario 1

You will soon deliver a full day of in-person, classroom-based training in the above topic, with a group of 12 learners. You find out ahead of time that 6 learners need 15 minutes in the morning, plus 15 minutes in the afternoon, to go to a quiet space and pray.

Scenario 2

You are delivering a full day of in-person, classroom-based training in the above topic, with a group of 12 learners. By morning tea, you notice that some learners speak up frequently, and others tend to sit back and say nothing. You are unsure how those who are not speaking up, are progressing. What do you do?

Formative Assessment Activities

• In your own words, explain what a formative assessment activity is.
• Assume that you are facilitating learning for an individual (not a group) in the training topic you named above—describe one (1) suitable formative assessment activity you could introduce to your learner.

Identifying Learner Needs

• Outline a system that is used (or could be used) in your workplace to identify employees with skill development needs.
• Describe one (1) way you can (or do) identify learner needs before, or at the start of group or individual learning.

Facilitation Strategies to Reflect Learner Characteristics, Needs and Behaviours

Cultural and Social Practices

• Describe one (1) cultural or social practice that may (or does) characterise people you train.
• Describe one (1) facilitation strategy you use (or could use) to ensure your training accommodates the cultural or social practice you describe above.

Mental Health and Wellness Considerations

• Describe one (1) mental health or wellness consideration that you may need to consider in training you facilitate.
• Describe one (1) facilitation strategy you use (or could use) to ensure training accommodates the mental health or wellness consideration you describe above.

Neurodiversity

• Define neurodiversity.
• Describe one (1) facilitation strategy you use (or could use) to ensure that training is inclusive of neurodiverse learners.
• Describe 2 facilitation strategies you could use to meet the diverse needs of individual learners in a learner group when delivering in-person training to a group.

Additional Support

Who in a RTO is (or could be) responsible for the following, and what is your role with each?

• Determining whether a learner requires specialist support.
• Approving requests for specialist support.
• Arranging specialist support.

Situations of Struggling Learners

Situation 1

• Describe the situation—What were you training? In what environment? With how many learners?
• Describe what the learner(s) said or did, that indicated they were struggling.
• Describe at least one (1) strategy you used to support the learner(s).

Situation 2

• Describe the situation—What were you training? In what environment? With how many learners?
• Describe what the learner(s) said or did, that indicated they were struggling.
• Describe at least one (1) strategy you used to support the learner(s).

Additional Support Needs

• Sometimes learners need additional support to successfully complete training. Describe 2 reasons why a learner may require additional support.

Specialist Support

For each learner, research and identify one (1) source of specialist support that is available to help you address that learner’s needs. Describe the support available from each source.

Addressing Foundation Skill Needs in Training

• What does ACSF stand for?
• What 5 core skills are covered in the ACSF?
• How many levels of skill are described in the ACSF?
• Outline how you could use the ACSF to identify foundation skill needs.
• Other than the ACSF, name one (1) Foundation skills framework that you could use to help you identify and address learner needs.

Facilitation Strategies to Address Foundation Skills in Vocational Training

Use the templates provided below to:

• Identify two (2) work activities relevant to your industry or area of expertise that you might train.
• Identify one (1) foundation skill—an LLN skill or employability skill—that learners will need to complete the work activity as required.
• Describe one (1) facilitation strategy you could use to teach the work activity in a way that will help learners build the foundation skill needed.

Inappropriate Learner Behaviour

• First, describe two (2) examples of inappropriate behaviour that learners may demonstrate in a group-based training situation typical to your workplace. Then, for each example, describe at least one (1) way you could respond.

Training Records

• List the information that you are (or could be) expected to record about vocational training or workplace-based learning that you facilitate on behalf of a RTO.
• Explain why a RTO captures and maintains these records.
• Explain how a RTO might (or does) expect you to capture these records.
• Explain where and how training and learning records are (or could be) stored in your workplace.
• Describe how your workplace ensures security and confidentiality of training and learning records.

Evaluation and Review

• Describe a systematic process that your workplace uses (or could use) to review and evaluate the effectiveness of training sessions you facilitate.
• Explain the benefits of doing this.

Standards for Registered Training Organisations 

The RTO ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency-based training and assessment.

Summary of Assessment Requirements

Competency Units Covered

• TAEDES412 – Design and develop plans for vocational training

• TAEDEL411 – Facilitate vocational training

• TAEDEL412 – Facilitate workplace-based learning

Key Knowledge and Skills Required

• Theories and principles of adult learning and instructional design

• Compliance with Standards for RTOs (2015) – Standard 1

• Differentiating TAS and training plans

• Using the National VET Register (training.gov.au)

• Ensuring safe and healthy learning environments

• Facilitation in real-life training contexts

• Formative assessment strategies

• Identifying and supporting learner needs

• Specialist support responsibilities

• Addressing foundation skills (ACSF framework)

• Managing learner behaviour

• Maintaining training records

• Evaluation and review of training delivery

• Professional development for trainers and assessors

Academic Mentor Guidance

Understanding Adult Learning Principles

• Theories such as andragogy, experiential learning, and self-directed learning were explained.

• Application was demonstrated through case studies, workplace simulations, and problem-solving tasks.

Navigating RTO Standards (SRTO 2015)

• Standard 1 compliance was clarified with reference to SRTO 1.8 and other clauses.

• Students were guided to justify answers with direct regulatory evidence.

Clarifying TAS vs Training Plan

• TAS was explained as a strategic document guiding delivery and assessment.

• Training plan was positioned as a unit-level document for specific learners.

• Key items in a TAS include: target group, resources, assessment methods, delivery modes, and duration.

Using Training.gov.au (National VET Register)

• Demonstrated how to search for qualifications, accredited courses, and units.

• Explained how to monitor updates and training package changes.

Ensuring Safety in Learning

• Trainers’ responsibilities include providing WHS information and emergency procedures.

• Importance of minimising risks in different learning environments was highlighted.

Scenario-Based Facilitation Techniques

• Prayer breaks: recap discussions and flexible session timing.

• Quiet learners: group activities, think-pair-share, and guided questioning.

Formative Assessment Activities

• Defined as low-stakes activities to monitor learning progress.

• Examples included role plays, reflective journals, short quizzes, and skill demonstrations.

Identifying and Supporting Learner Needs

• Use of pre-training surveys, diagnostic tools, and consultation with workplaces.

• Strategies for cultural, social, and neurodiverse learners were shared.

Specialist and Additional Support

• Trainers refer learners to LLN specialists, counselling, or workplace mentors.

• RTO support staff handle approvals and arrangements.

Foundation Skills and ACSF

• ACSF core skills: Learning, Reading, Writing, Oral Communication, Numeracy.

• Applied by linking LLN activities with workplace tasks.

Behaviour Management and Training Records

• Strategies for handling inappropriate behaviour were discussed in line with RTO policy.

• Record-keeping includes attendance, assessment outcomes, and learner progress.

• Confidentiality and secure storage were emphasised.

Evaluation and Professional Development

• Evaluation methods include feedback, peer review, and reflective practice.

• Professional development aligns with SRTO 1.16 requirements for trainers.

Final Outcome

Key Achievements

• Built understanding of adult learning principles.

• Developed awareness of SRTO (2015) compliance.

• Gained knowledge of TAS, training.gov.au, and safety practices.

• Applied inclusive facilitation techniques for diverse learners.

• Strengthened skills in assessment, evaluation, and record-keeping.

• Recognised the importance of continuous professional development.

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