TAE40122 : Certificate Iv in Training and Assessment

Assessment Tasks

Part 1 Train and assess at Smart Learning

You are employed as a trainer and assessor at an RTO, Smart Learning. Your role includes training, assessing and taking part in assessment validation.

The following assessment involves identifying relevant policies and procedures at Smart Learning.

Note - This assessment task will assist you to identify and ensure you comply with the relevant policies and procedures with all assessments involving Smart Learning.

Legal and ethical considerations

• Standards for RTOs 2015: Standards for RTOS are to ensure there is consistency and quality across training and to ensure that there is an adequate plan and strategies in place for Smart Learning. 

• Privacy Act 1988: The privacy act 1988 is to maintain privacy for students and to ensure information is kept safe. This is relevant at Smart Learning as there can be personal information given such as their name, age, address, contact details and any special needs.

• Anti-discrimination laws: Anti-discrimination laws are relevant to training and assessing at smart learning. This is to ensure this is equality and that anyone can join the training regardless of culture, gender, religious views etc and will be assessed fairly. This is to ensure inclusivity and support those who may have special needs. This can also include company policies and procedures. 

• Code of practice for assessors: This is to ensure that there is fairness, respect, transparency and that the learners are competent and have been trained the knowledge and information.

• Work Health Safety Act: Ensuring the WHS act is being followed, this is to provide a safe learning environment and to prevent any risks. By having the WHS act, it allows for compliance and ensuring that the safety and wellbeing of learners are being met. 

Online training and assessment

Privacy and confidentiality: Trainers should be aware and encourage students to be aware that if what is being discussed in class is confidential, they may be heard by others around them. Headphones may be appropriate.

• Security protocols : All Zoom accounts are set up with the waiting room function turned on. Trainers must accept students into the classroom.Do not accept anyone into the classroom unless they are on your class list. 

• Technology issues: In the first instance, trainers and assessor, along with students, should attempt to solve any technological issues they experience.

• Escalating technological issues: If a student drops out of an online class, trainers/assessors should attempt to contact the student directly to ascertain what has happened. 

Part 2 – Plan vocational training

You have been asked by your RTO, Smart Learning, to work with one of their clients who requires training for their employees.

Your client contact is the HR Manager, Jillian Davis.

Complete the initial plan (below, Q2.1) and then search training.gov.au to select a suitable unit of competency.

The following information is important when selecting your unit of competency

keep in mind you will need to create a training plan for the full unit of competency

(a smaller unit is going to be less work for you)

selected unit of competency must have no more than 4 elements. We have provided a list of suggested (small) units of competency in TAE40122 Resources

• Who is the client? Who has engaged Smart Learning to design training for their employees? Think of a particular organisation or business
• What industry do your learners come from?
• Who are your learners?
• What is the context of this training?

Objective of this particular training program

This training program is necessary to equip learners with the practical skills and confidence required to communicate effectively in a customer service role. The candidates may have limited work experience or barriers to employment, and this training will help them develop essential soft skills such as active listening, handling complaints professionally, and delivering high-quality service. These skills are directly aligned with entry-level roles in warehousing, retail, admin, or logistics, as identified in the initial plan and supported by Jillian’s request.

Companion Volume Implementation Guide

Advice from guide: Learning should be contextualised to reflect real work situations, using relevant workplace documents and scenarios Provide learners with opportunities to practise communication techniques, such as active listening and assertive responses.

Use in training program: I will incorporate simulated scenarios such as handling customer enquiries over the phone or in person, using workplace forms like complaint logs or enquiry sheets. This ensures learners relate the skills to real job tasks and are better prepared for transition into employment. The training sessions will include role-plays and interactive activities where learners practise responding to different customer types (e.g., upset, confused, or needing help). 

Relationship between training and assessment: Training and assessment are directly linked. The training provides the learners with the skills and knowledge they will later demonstrate in assessment. The assessment requirements from the unit guide the structure and content of the training program to ensure all elements, performance criteria, and foundation skills are covered. For example, learners must demonstrate their ability to handle customer enquiries and feedback, which will be practised during training before they complete the final practical assessment.

Part 3 – Training Plan

1. Develop a training plan to cover a unit of competency. three detailed session plan are developed for this unit of competency later in this assessment

Step 1 - Read through your entire unit of competency, including the assessment requirements.

Step 2 - Think about how you will break the performance criteria, skills, knowledge and foundation skills into manageable learning components. List these against each session. Add more sessions/learning components as needed. Take the nominal hours into consideration. This will give you an idea of how many training sessions you should plan/how long each training session will be.

Step 3 – List the training strategies and learner activities that will be used for each session. Ensure you have included a learner activity to cover each part of the unit of competency.

Assessment 2 – Train an Individual

Part 1 – Prepare for Vocational Training

You are employed by Smart Learning as a First Aid Trainer. You are required to conduct training in the workplace for a client, Goldens Galore, a pet supplies business specialising in Golden Retrievers. The training will involve training an individual learner in how to perform CPR, how to operate a defibrillator and how to communicate details of a first aid incident.

At Smart Learning, the following training program documents must be completed, confirmed with stakeholders and then filed according to workplace policies and procedures.

Step 1 - Read

• HLTAID009 Provide cardiopulmonary resuscitation
• Training and Assessment Strategy (TAS) for HLTAID009 Provide CPR
• Smart Learning Training and Assessment Policies and Procedures

Step 2 – Use the above mentioned documents to help you complete the planning document

• Unit of competency identified as meeting the training needs
• Entry requirements and pre-requisites
• Objective of unit of competency
• Justification of choice of this unit of competency

Part 2 – Customise and deliver training for an individual Session 1

1. Customise a session plan – Learner A

Customise Session Plan 1, taking into account your learner’s needs and characteristics.You must: 

• record any adjustments using purple font
• make at least one adjustment for each of the following – the learner’s
• work context
• characteristics

Introduce self – briefly share experience Outline: 

• WHS and housekeeping
• Objectives of session - By the end of the session, the learner should be able to assess the casualty and recognise the need for (CPR) and perform CPR in accordance with the ARC guidelines
• Online requirements e.g. ensure the learner & trainer can be seen when performing CPR on the floor

Progress through PowerPoint slides (ABC)

Responder to check:
• Clear /Open – move on to breathing or
• Obstructed - recovery position
Trainer to demonstrate on manikin. Learner to practise.

Summary of Assessment Requirements

The assessment is divided into multiple parts, each focusing on different aspects of a trainer and assessor’s role within Smart Learning (an RTO):

1. Part 1 – Train and Assess at Smart Learning

   • Identify and comply with relevant policies and procedures.
   • Apply legal and ethical considerations such as Standards for RTOs 2015, Privacy Act 1988, Anti-discrimination laws, WHS Act, and Code of Practice for Assessors.

   • Address protocols for online training and assessment, including privacy, security, and handling technology issues.

2. Part 2 – Plan Vocational Training

   • Work with a client (HR Manager Jillian Davis) to design a training program.
   • Select an appropriate unit of competency (no more than 4 elements).
   • Develop an initial training plan, taking into account the client’s needs, learners’ background, workplace context, and training objectives.
   • Use the Companion Volume Implementation Guide to contextualise learning with real workplace scenarios.

   • Link training to assessment requirements to ensure performance criteria and foundation skills are fully covered.

3. Part 3 – Training Plan

   • Read and analyse the unit of competency.
   • Break down performance criteria into manageable sessions.

   • Prepare session plans with clear learner activities, training strategies, and timelines.

4. Assessment 2 – Train an Individual

   • Conduct First Aid training for a client (Goldens Galore).
   • Prepare documentation (TAS, policies, and procedures).
   • Customise and deliver a session plan tailored to learner needs and workplace context.
   • Ensure inclusivity, WHS compliance, and effective learner engagement.

Step-by-Step Approach Taken by the Academic Mentor

The academic mentor guided the student in a systematic, structured process to address each part of the assessment:

Step 1: Understanding Requirements

The mentor began by carefully analysing each assessment part. The student was first made familiar with the legal and ethical frameworks that underpin all RTO operations. Practical examples were provided (e.g., how Privacy Act impacts handling of learner information).

Step 2: Identifying Policies & Procedures

The mentor highlighted the importance of compliance and helped the student link theory (laws, codes, WHS) to Smart Learning’s policies and practices. For online delivery, the mentor explained realistic protocols like Zoom waiting rooms, confidentiality, and escalation of tech issues.

Step 3: Planning Vocational Training

• The mentor explained how to consult stakeholders (e.g., HR Manager Jillian Davis) to gather training needs.
• Together, they selected a suitable unit of competency with limited elements for manageability.
• Using the Companion Volume Guide, the mentor demonstrated how to contextualise training into real workplace activities such as role-plays and case scenarios.
• The student was guided to align training content with assessment outcomes, ensuring learners could demonstrate required skills.

Step 4: Developing Training Plan

The mentor assisted the student in breaking down the unit of competency into smaller, learner-friendly sessions. Each session was paired with practical learner activities (role-plays, case studies, demonstrations) ensuring coverage of performance criteria and foundation skills.

Step 5: Training an Individual

• For the First Aid training, the mentor explained how to customise the session to match the learner’s needs (workplace adjustments, learning style, WHS considerations).
• The student practised structuring the session with objectives, demonstrations, and practice opportunities.
• The mentor emphasized progressive learning – starting with knowledge (ABC steps), then modelling skills (CPR on manikin), and finally learner practice with feedback.

Outcome and Learning Objectives Achieved

Through this structured mentoring process, the student:

• Gained a clear understanding of compliance requirements for training and assessment.
• Learned to integrate legal/ethical frameworks into daily practice.
• Developed the ability to plan training programs aligned to client needs and industry standards.
• Practised breaking down a unit of competency into session plans with appropriate activities.
• Applied customisation techniques to individual learner needs in a real workplace training context.
• Demonstrated readiness to deliver inclusive, safe, and competency-based training in line with RTO standards.

Overall, the assessment reinforced key learning objectives of compliance, planning, contextualisation, customisation, and practical delivery of training.

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