TAE40122: Module 1 Facilitate Task- Based Learning Assessment

Assessment Information

Competencies Being Assessed

This Assessment Kit has been aligned against the following units of competency from the TAE Training and Education Training Package and the Business Services Training Package:

TAEDEL311 - Provide work skill instruction

1. Organise instruction and demonstration
2. Conduct instruction and demonstration
3. Check training performance
4. Review training performance

This unit describes the skills and knowledge required to conduct individual and small group work skill instruction using existing support materials and demonstration of work skills as a training strategy; and assess the success of training and one’s own training performance. It focuses on the training being driven by the work process and context.

The unit applies to a person working under supervision as a work skill instructor in a wide range of settings not restricted to training organisations.

BSBCMM411 - Make presentations

1. Prepare presentation
2. Deliver presentation
3. Review presentation

This unit covers the skills and knowledge required to prepare, deliver and review presentations for target audiences.

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.

Assessment Process

The assessment is designed to help you gather evidence of your competence against the requirements of the unit of study (as outlined above) while applying your learning in practice. Your evidence may take a variety of forms and must be:

• Authentic – your own work
• Valid – related to the competency
• Sufficient – appropriate quantity and quality
• Current – recent proof of your skills and knowledge

Knowledge Questions

1. Briefly explain how the following requirements are (or could be) relevant to presentations and skill-based instruction in the workplace

2. a) Briefly explain how the following WHS policies and procedures can be interpreted and applied specifically to a learning environment.

b) For each of the following people, briefly explain their roles in ensuring a safe work environment during presentations and skill-based instruction.

3. a) When preparing to train, briefly explain how you do or could:

• Source (find) appropriate presentation/training resources
• Ensure their suitability for use within your organisation/context

b) Who can you engage to assist with contextualisation of learning resources and what types of advice can these people give? 

4. Describe why the following requirements should be included in session plans

5. Describe the three stages of structuring presentations and explain how they assist the presenter to achieve the intended outcomes of their presentation.

Assessment Task 1

For this Task you will need to identify your target audience and learner characteristics and provide plans for the proposed work skill instructions you will be facilitating.

For Task 1 and Task 2 you will need access to:

• One small group of at least two learners – you will deliver two different work skill instruction sessions to this group in Task 2
• One individual learner – you will deliver one session of work skill instruction to this learner in Task 2

Assessment Task 2

For this Task you will now present and facilitate your three work skill instruction sessions.

You will need access to:

• One small group of at least two learners – you will deliver Sessions 1 and 2 to these learners
• One individual learner – you will deliver Session 3 to this learner

You will now facilitate your sessions following your session plans. Use the following templates to document your work skill instruction:

• Work Skill Instruction Attendance Form – this must be completed for each session of work skill instruction and needs to be signed and included in your submission for this Task.
• Work Skill Instruction Feedback Form- please provide one Feedback Form for each participant for each session (i.e. minimum five completed feedback forms). Include the completed forms in your submission for this Task.

Brief Summary of Assessment Requirements

This assessment evaluates student competence across two units:
TAEDEL311 – Provide Work Skill Instruction and
BSBCMM411 – Make Presentations.

The assessment requires learners to demonstrate their ability to:

• Plan, organise, and conduct work skill instruction for individuals and small groups.
• Prepare, deliver, and review presentations suitable for identified audiences.
• Apply WHS policies, use suitable training resources, and ensure safe, effective learning environments.
• Assess both learner performance and their own training effectiveness.

The assessment comprises the following components:

Knowledge Questions

Students must provide written responses explaining:

• Relevance of organisational requirements to presentations and instruction.
• Application of WHS procedures in training environments and the safety roles of key personnel.
• Methods for sourcing, validating, and contextualising training resources.
• Importance of key elements in session plans.
• The three stages of structuring presentations and how these contribute to successful outcomes.

Assessment Task 1 Planning Work Skill Instruction

Students must:

• Identify target audience and learner characteristics.
• Develop session plans for three upcoming instruction sessions (two for a small group, one for an individual).
• Demonstrate understanding of how learning needs impact planning choices.

Assessment Task 2 – Delivering Work Skill Instruction

Students must:

• Deliver three practical instruction sessions following the plans created in Task 1.
• Use provided templates to submit:
  • Attendance forms (one per session)
  • Participant feedback forms (minimum five completed forms)
• Review session outcomes and reflect on training performance.

Overall evidence must be authentic, valid, sufficient, and current.

How the Academic Mentor Guided the Student 

The academic mentor supported the student through a structured and practical approach, ensuring each requirement was clearly understood and aligned with competency expectations.

Step 1: Understanding the Unit Competencies

The mentor began by explaining the purpose of the two units (TAEDEL311 and BSBCMM411) and how the assessment tasks relate to real workplace training responsibilities.
This helped the student understand:

• The focus on work skill instruction,
• The need to demonstrate effective presentation and communication,
• And how the tasks build evidence of competence.

Step 2: Breaking Down the Knowledge Questions

The mentor guided the student to:

• Identify keywords in each question.
• Align responses with training and WHS policies used in real workplace settings.
• Use practical examples to demonstrate understanding.
• Keep answers concise but competency-focused.

This step ensured the student addressed all theoretical components accurately.

Step 3: Preparing for Assessment Task 1 (Planning Stage)

The mentor assisted the student in:

1. Identifying the target audience – understanding learner background, skill levels, and learning needs.
2. Developing session plans – outlining objectives, resources, timing, delivery methods, and assessment checks.
3. Ensuring that plans aligned with:
   • WHS considerations
   • Organisational requirements
   • Suitable learning resources
   • Effective sequencing of instruction

The mentor emphasised that strong planning forms the foundation for Task 2.

Step 4: Preparing for Assessment Task 2 (Delivery Stage)

Before delivery, the mentor ensured the student:

• Reviewed session plans for clarity and sequencing.
• Prepared all materials, equipment, and resources.
• Understood how to manage a group versus an individual learner.
• Practised communication, demonstration techniques, and timing.

During the practice run, the mentor provided feedback on:

• Clarity of instruction
• Safety considerations
• Engagement strategies
• Checking learner understanding

Step 5: Conducting the Work Skill Instruction Sessions

The mentor guided the student through the real delivery by reinforcing:

• How to welcome learners and explain the session purpose.
• Proper demonstration techniques.
• How to observe learner performance and provide feedback.
• Methods to adapt delivery based on learner responses.
• Procedures for completing mandatory attendance and feedback documentation.

This helped the student deliver the sessions confidently and in compliance with standards.

Step 6: Reviewing Training Performance

After completing the sessions, the mentor instructed the student to:

• Reflect on what worked well and what could be improved.
• Use feedback forms to identify common themes.
• Link reflections back to unit requirements (continuous improvement and trainer self-evaluation).

Final Outcome and Learning Objectives Achieved

By following the mentor-guided approach, the student successfully:

• Completed all knowledge questions with clear, relevant explanations.
• Designed professional and WHS-compliant session plans.
• Delivered three structured work skill instruction sessions for both group and individual learners.
• Submitted all required documentation (attendance forms and feedback forms).
• Demonstrated the competencies required in both units.

Learning Objectives Covered

• Understanding and applying work skill instruction techniques.
• Preparing, delivering, and reviewing effective presentations.
• Implementing WHS responsibilities in educational contexts.
• Selecting and contextualising appropriate training resources.
• Demonstrating communication, feedback, and assessment skills.
• Reflecting on personal performance to improve future training.

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