TAE40122: Module 2: Plan for Vocational Training 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:

TAEPDD401 - Work effectively in the VET sector

1. Interpret VET policy context
2. Operate within VET delivery and compliance frameworks
3. Work effectively with vocational learners
4. Plan to improve own professional practice

This unit describes the skills and knowledge required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor.

The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO).

TAEDES411 - Use nationally recognised training products to meet vocational training needs

1. Prepare to use nationally recognised training products
2. Analyse nationally recognised training products
3. Apply and evaluate selected nationally recognised training products

This unit describes the skills and knowledge required to analyse and use nationally recognised training products to meet vocational learners’ skill and knowledge development needs.

The unit applies to entry-level VET teachers, trainers and assessors who use a range of products that are nationally recognised or aligned with other recognised frameworks in the course of addressing learners’ training needs.

TAEDES412 - Design and develop plans for vocational training

1. Plan vocational training
2. Design a plan for vocational training
3. Develop session plans for vocational training

This unit describes the skills and knowledge required to design, develop and document plans for vocational training to be delivered by vocational education and training (VET) teachers and trainers. It involves identifying the objectives and intended outcomes of the training and the characteristics of the target learners, selecting nationally recognised training products, developing the plan for training and individual session plans.

The unit applies to individuals who design training for group learning in face-to-face, online and blended vocational training contexts using nationally recognised products.

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. evidence may take a variety of forms and must be:

• Authentic
• Valid – related to the competency
• Sufficient – appropriate quantity and quality
• Current –skills and knowledge

When should I submit this assessment?

For the recommended timeframe for completing your assessment please refer to your training plan. Use this assessment kit to complete your responses to the assessment, attaching additional evidence and documentation as appropriate. Please ensure all additional documents are clearly labelled so that your assessor understands the relevance to specific parts of the assessment.

Assessment Task 1 – Compliance Review

Task:

• Review XYZ Training Solutions’ compliance against Standards for RTOs 2025.

• Evidence includes RTO registration, TAS, trainer qualifications, assessment tools, validation, learner records, policies, WHS, and continuous improvement.

Deliverable:

• Summary of compliance, areas for improvement, and supporting evidence.

Assessment Task 2 – Identify and Select Qualification and Packaging Rules

Scenario:

• Medium-size law firm wants to upskill three administration officers (entry-level, early school leavers or undergraduates).

• Responsibilities include front desk, technology, admin support, customer service, communication, office supplies, collaboration.

Task Steps:

1. Determine training needs.

2. Recommend an appropriate nationally recognised qualification.

3. Analyse packaging rules and select elective units.

4. Confirm suitability with stakeholders.

Questions to Answer:

1. Determine suitable AQF level and describe knowledge, skills, application.

2. Selected qualification and its relevance.

3. Entry and prerequisite requirements.

4. Qualification packaging rules.

5. Select electives and explain relevance.

6. Stakeholder consultation:

   • Who provided feedback?

   • Feedback summary.

   • Improvements made based on feedback.

Assessment Task 3 – Identify Learners and Collate Learner Profiles

Part A – Learner Profiles

• Collect detailed profiles of learners (age, education, skills, work experience, LLND/cultural considerations, preferred delivery, additional support).

Part B – Identify Training and Assessment Needs

• Select units of competency (e.g., BSBOPS304, BSBTEC301).

• Describe rationale, foundation skills, assessment requirements, trainer requirements, resources.

• Consider factors influencing delivery plan: regulatory/licensing requirements, health/safety, foundation skills, access/equity.

Assessment Task 4 – Learning Program and Session Plans

Part A – Overall Learning Program Plan

• Duration, learner cohort, delivery mode, resources, assessment methods, workplace application for each unit.

Part B – Design Session Plans

• Six session plans (3 for BSBOPS304, 3 for BSBTEC301) including objectives, activities, and assessment links.

Part C – Source and Review Learning Resources

• Review learning resources for suitability and improvements for each unit.

Assessment Task 5 – Trainer Skills and Professional Development

Part A – Trainer Skills Matrix

• Professional details, industry qualifications, evidence of industry currency, VET currency.

Part B – Professional Development Plan

• Areas for development, planned activities, review date, expected outcomes.

Knowledge Questions

1: Summarise NVR Standards for RTOs 2025 (Training & Assessment Standards 1.1–1.5).

2: Supervision requirements when engaging unqualified trainers (Credential Policy).

3: Roles and responsibilities of VET sector stakeholders: ASQA, DEWR, ITECA, NCVER.

4: Identify two states with regulatory authorities apart from ASQA (WA and Victoria).

5: Organisational requirements for trainers/assessors:

• Purpose of position description, code of conduct, induction process.

• Records to keep internally and externally.

• WHS risks and controls.

• Demonstrating compliance with NVR Standards 3.2 and 3.3.

6: Four dimensions of competency with practical examples.

7: Difference between ‘competent’ and ‘not competent’.

8: Unit of competency components: elements, performance criteria, performance evidence, knowledge evidence, foundation skills, assessment conditions.

9: Criterion-referenced vs norm-referenced assessment.

10: Purpose of foundation skills frameworks: ACSF, Core Skills at Work, Digital Literacy Skills Framework.

11: Purpose of VET policies: Privacy, Anti-discrimination, Consumer protection, Copyright/plagiarism.

12: Benefits and process of internal quality audits.

13: Organisational diversity strategies (3 examples).

14: Principles of inclusivity and how applied in training.

15: Child Safe Standards – summary of each of the 10 standards.

16: Difference between entry requirements and prerequisite entry requirements.

17: Regulatory requirements for industry engagement and scope of registration.

18: Purpose and use of training.gov.au:

• Difference between ‘current’ and ‘superseded’.

• Purpose of ‘Release’ section.

19: AQF knowledge and skills for each qualification type.

• How AQF info can guide training and assessment.

20: Endorsed components of a Training Package and their purposes.

21: Purpose/benefit of clustering units of competency.

22: Accredited courses: definition, difference from training package, provide one example.

23: Components of training and assessment strategies.

24: Scenario: training with learner with social anxiety – observations, assessment adaptations.

25: Skillset: definition and benefits vs full qualification.

26: Modes of training delivery and key features.

27: Training context and assessment environment: description and application in planning.

Assessment Requirements Summary

The assessment is designed to evaluate competence across three units from the TAE Training and Education Package:

1. TAEPDD401 – Work effectively in the VET sector
   Focuses on understanding VET policies, compliance frameworks, working with learners, and planning professional development.

2. TAEDES411 – Use nationally recognised training products
   Emphasises analysing and applying nationally recognised training products to meet learner needs.

3. TAEDES412 – Design and develop plans for vocational training
   Covers planning and developing training programs, session plans, and learning resources aligned with learner profiles and training products.

Key Pointers for Assessment:

• Compliance review of an RTO against Standards for RTOs 2025.

• Selection of qualifications, packaging rules, and electives to meet learner needs.

• Collection and analysis of learner profiles, including skills, experience, and support requirements.

• Development of learning programs, session plans, and review of learning resources.

• Trainer skills analysis and professional development planning.

• Completion of knowledge questions covering VET sector standards, regulatory requirements, assessment methods, inclusivity, foundation skills, and policies.

Evidence must be authentic, valid, sufficient, and current to demonstrate competency in all areas.

Assessment Approach by the Academic Mentor

The academic mentor guided the student through a step-by-step structured process, ensuring clarity and understanding of each component of the assessment.

1. Initial Orientation and Task Breakdown

   • The mentor explained the assessment objectives, units being assessed, and types of evidence required.

   • Key focus was on understanding how each task aligned with competency elements.

2. Task 1 – Compliance Review

   • Student reviewed XYZ Training Solutions’ compliance with RTO Standards 2025.

   • Mentor guided on identifying gaps in registration, TAS, trainer qualifications, policies, WHS, and continuous improvement.

   • Outcome: Summary of compliance with actionable recommendations.

3. Task 2 – Qualification and Packaging Rules

   • Mentor helped the student determine training needs for a small law firm scenario.

   • Guided on selecting suitable AQF level, appropriate qualification, elective units, and consulting stakeholders.

   • Outcome: Recommended nationally recognised qualification with justification and stakeholder feedback incorporated.

4. Task 3 – Learner Profiles

   • Mentor assisted in collecting detailed learner information including age, education, skills, LLND/cultural considerations, and support requirements.

   • Students identified training needs, selected units of competency, and considered factors influencing delivery (regulatory, WHS, equity).

   • Outcome: Detailed learner profiles linked to training and assessment planning.

5. Task 4 – Learning Program and Session Plans

   • Mentor guided the student in designing an overall learning program, including duration, cohort, delivery mode, resources, and assessment methods.

   • Step-by-step creation of six session plans (three for each unit), including objectives, activities, and assessment links.

   • Learning resources were sourced, reviewed, and improvements recommended.

   • Outcome: Comprehensive program and session plans meeting learner needs and compliance standards.

6. Task 5 – Trainer Skills and Professional Development

   • Mentor helped develop a trainer skills matrix, documenting qualifications, industry currency, and VET currency.

   • Guided creation of a professional development plan, detailing areas for growth, planned activities, review dates, and expected outcomes.

   • Outcome: Structured development plan to enhance trainer capability and compliance.

7. Knowledge Questions

   • Mentor guided the student through the completion of 27 knowledge questions covering NVR standards, AQF levels, assessment principles, foundation skills, policies, inclusivity, and industry requirements.

   • Outcome: Demonstrated comprehension of theoretical VET concepts linked to practical tasks.

Assessment Outcome and Learning Objectives Covered

• Outcome Achieved: The student produced a complete, compliant, and practical set of assessment evidence covering all five tasks and knowledge questions.

• Learning Objectives Met:

  1. Operate effectively within VET regulatory and compliance frameworks.

  2. Analyse and apply nationally recognised training products to meet learner needs.

  3. Design, plan, and document vocational training programs and session plans.

  4. Develop professional skills and trainer competencies through reflective development planning.

  5. Demonstrate understanding of VET sector standards, assessment principles, and learner-centred approaches.

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