Resources
This skill set provides the necessary skills and knowledge to allow industry people with relevant specialised industry or subject matter expertise, to work alongside a qualified vocational trainer and/or assessor to assist in the delivery of training and be involved in the assessment judgement.
This Course reflects the TAESS00028 - Work Skill Instructor Skill Set, our course maybe be used to apply for RPL from a Recognised Training Organisation.
Description
This skill set provides the necessary skills and knowledge for those who facilitate and conduct work-skill instruction whilst delivering nationally recognised training under supervision in the vocational education and training (VET) sector.
Target Group
This skill set is for individuals who work under supervision to deliver training to others in the VET sector via a face-to-face and in-person delivery model.
Units of competency for Skill Set
| Competency Code | Title of units of competency |
|---|---|
| TAEPDD401- Work effectively in the VET sector | Work effectively in the VET sector |
| TAEDEL311- Provide work skill instruction | Provide work skill instruction |
TAEPDD401- Work effectively in the VET sector (INDPA)
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).
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- develop a plan for own development, including:
- identifying and applying the regulatory requirements of a vocational education and training (VET) teacher, trainer and assessor
- evaluating vocational competency and industry currency, and current skills and knowledge related to the delivery of vocational training, including digital skills
- identifying opportunities for professional development to improve professional practice and knowledge
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- purpose of the VET Quality Framework and key content relevant to VET teachers, trainers and assessors, including:
- Standards for Registered Training Organisations (RTOs) 2015 (or their successor)
- structure and overarching content and levels of the Australian Qualifications Framework (or its successor)
- VET sector structure and roles and responsibilities of key stakeholders, including:
- Australian government
- state and territory governments, including state or territory training authorities
- VET regulators
- training package developers
- peak bodies
- networks, communities of practice and professional development providers
- legislative and VET regulatory requirements relevant to VET teachers, trainers and assessors, including:
- training and assessment
- vocational learner support
- trainer and assessor qualifications
- maintaining vocational competency, industry currency and skills and knowledge in vocational training and learning
- working under supervision
- organisational requirements and procedures relating to working as a VET teacher, trainer and assessor at an RTO, including:
- position description
- induction
- code of conduct
- duty of care
- risk mitigation
- continuous improvement
- records management
- professional development and maintaining currency
- diversity and inclusion
- privacy and confidentiality
- anti-discrimination
- consumer protection requirements
- copyright and plagiarism
- internal quality audits
- child safe standards
- workplace health and safety
- key components of plan to improve own professional practice
- features of the competency-based VET system, including:
- industry aligned
- nationally focus
- based on competency standards that define the standard of performance required in the workplace
- assessment is criterion referenced not norm referenced
- use of ‘competent’ and ‘not yet competent’
- dimensions of competency
- diversity of learners in VET, their needs and expectations, and implications for own inclusive work practices
- current authorised Australian foundation skill frameworks used to analyse the foundation skill demands of training products and levels of learners and candidates
- VET sector terminology, including terminology used in nationally recognised training products.
Assessment Conditions
Skills in this unit must be demonstrated in a real or simulated vocational education and training environment. Evidence gathered for assessment may include that collected in real time or via a submitted recording.
This includes access to:
- organisational policies and procedures
- VET sector job role information
- information relevant to an entry-level VET teacher, trainer and assessor about:
- organisational requirements
- legislative and VET regulatory requirements and associated guidance information.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
TAEDEL311- Provide work skill instruction (INDPA)
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.
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- provide at least 3 work skill instruction sessions, with each session being of at least 30 minutes duration and involving:
- a different work skill for each session
- delivery of at least 1 session to an individual learner
- delivery of at least 1 session to a small group of at least 2 learners.
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- organisational procedures for gathering feedback from learners on work skill instruction
- learner characteristics and needs
- information included in a plan for work skill instruction:
- session plan, consisting of:
- session objectives
- content to be covered
- delivery approach to be used
- task breakdown
- timing
- sources, availability and content of suitable support materials
- training facilitation and coaching techniques to support adult learning relevant to work skill instruction, and when to use them
- overview of adult learning principles and their application to work skill instruction
- key steps for practising self-reflection on own work skill instruction to identify opportunities for improvement
- sources of assistance relating to contextualising support materials to the workplace
- work health and safety (WHS) issues in the learning environment, including:
- roles and responsibilities of key personnel
- responsibilities of learners
- WHS policies and procedures, including those relating to:
- hazard and risk identification
- safe use of equipment and emergency procedures
- risk controls for the specific learning environment.
Assessment Conditions
Skills in this unit must be demonstrated in a real or simulated vocational education and training environment. Evidence gathered for assessment may include that collected in real time or via a submitted recording.
This includes access to:
- learners requiring work skill instruction
- support materials relating to the work skill instruction sessions described in performance evidence
- access to information about the plan for work skill instruction, including session plan, task breakdown and timing.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.