The Certificate IV in Training & Assessment (TAE40110) suits those who are wanting to enter the training industry, or those who are responsible for delivering accredited training and assessing the skill levels of a trainee or apprentice within the workplace.
How We Do It
About the Program
- The Certificate IV in Training & Assessment qualifies you to deliver nationally-accredited vocational training in TAFEs and private Registered Training Organisations (RTOs) as well as in secondary schools with vocational programs.
- This qualification is fast becoming the required standard for Human Resource Professionals, especially those working in learning and development roles.
- The Certificate IV in Training & Assessment program helps you to develop your skills, knowledge and experience to plan, design, organise and deliver training and assessment across a variety of business contexts.
- The Certificate IV in Training & Assessment can be really valuable to team leaders or those pursuing a career in Management as it teaches ways to further develop the skills and performance of teams.
- In many businesses, the Certificate IV in Training & Assessment is mandatory for Frontline Managers and others responsible for ensuring operational and Occupational Health and Safety guidelines are adhered to in a safe and competent manner.
The Certificate IV in Training & Assessment is a valuable qualification for:
- Those wanting to enter the Training Industry;
- Workplace Trainers and Training Assessors;
- Supervisors with apprentices or trainees;
- Managers leading staff and teams;
- Team Leaders in high OHS risk workforces;
- Human Resource Professionals;
- Vocational Education & Training and Secondary School teachers;
The central focus of the Certificate IV in Training & Assessment is the learner and the learning process. You will learn how to:
- Create a meaningful learning environment which includes the application of inclusive work practices, responsiveness to diversity, developing a culture that supports learning, ensuring a safe and healthy learning environment, developing and maintaining knowledge of the Vocational Education and Training system, maintaining currency.
- Design learning processes and learning products that enable the learner to learn.
- Manage, guide, facilitate and monitor the learning process and provide meaningful learning experiences.
- Measure progress in learning and judging whether competence has been demonstrated.
Would you like an easy-to-read overview of how the Fortress Cert IV TAE is assessed?
Experience tells us that most people don’t actually know what the Certificate IV in Training & Assessment will involve. This quick read will allow you to see what you are likely to be “in for”. Add your details below and we will get a copy to you.
We have two enrolment periods for students to choose: 6 and 12 months. The program is otherwise identical and regardless of the chosen period, students may move through the program at their own pace.
Which time period is suitable?
Experience tells us that the following three factors affect the time it takes a student:
- Experience – if you have experience in training/assessing, then you will likely not need as long as people without experience
- Dedication – if you have a good reason to do the course, and can hold yourself accountable, then you will likely not need as long as people who are less committed
- Other commitments – if you have a busy life with many competing professional and personal demands, then you will likely need longer than those people with less demands.
To further help you, we offer a range of extension and deferment options.
No conversation about fees can be separated from conversation about service. If you missed the following graphic from our Home Page then it shows the level of service we offer.
We think it is worth considering when thinking about fees.
Six month enrolment
Upfront Payment: $690
Payment Plan: 2 x $375 payments, payable upon commencement and then at 3 months.
Twelve month enrolment
Upfront payment: $900
Payment Plan: 4 x $250 payments, payable upon commencement and then every 3 months.
$150 per unit.
In all cases:
- Initial payment is to be received within 7 days of enrolment. Payment Plans are only available via the Westpac PayWay facility – we will provide details of that when you enrol.
- The period of enrolment commences on the first day of your nominated start month. For example, if you enrol August and indicate that you wish to start in September, then your time will start on the first of September.
- If an extension beyond your nominated duration is required, this can be attained for a fee of $150 per month, or part thereof, or a fee of $375 for a 6 month extension.
You may select your preferred payment option on the Enrolment Form.
It’s one thing to think about taking the next step to secure your future. It is another to actually go and do it.
When you are ready to take control of the direction your life takes, then we invite you to join us.
Our enrolment process involves four steps, as shown below.
You can get your online enrolment started here.
The Units of Study
The Certificate IV in Training & Assessment involves ten Units of Competency, of which there are three Elective units.
The Fortress Learning Cert IV TAE is a standard program which integrates the chosen units into four Fields of Study that experience tells us produce well-rounded and capable practitioners.
This combination also ‘future proofs’ your qualification, since it is in line with the requirements of the next version of the Cert IV TAE that is expected to be published sometime in 2015.
The Fortress Learning Certificate IV in Training & Assessment is designed around four Fields of Study:
Field A: Design – this will enable you to:
Develop competencies that will enable you to use training packages and accredited courses in the context of a range of organisational needs.
Learn how to conceptualise, design, develop and evaluate learning programs to meet the needs of identified learners.
Field B: Deliver – this will enable you to:
Develop competencies that will allow you to deliver training in a range of workplace contexts. This includes individual and group instruction, planning the presentation and reviewing the presentation.
Field C: Assess – this will enable you to:
Develop competencies that will enable you to contribute to the assessment process, plan and organise assessment activities and processes including Recognition of Prior Learning.
Assess the competence of a candidate.
Participate in the assessment validation process.
These competencies are completed in the context of a competency-based assessment system.
Field D: Language, Literacy & Numeracy – this will enable you to:
Develop skills that help you to better meet the needs of the growing number of Australians who lack the desired levels of literacy and numeracy.
Identify the particular needs of a learner, the demands of some training, and devise strategies to enable the learner to bridge the gap between the two.
|Code||Title||Summary of Requirements|
|TAEASS401B||Plan assessment activities and processes||1. plan and organise the assessment process on a minimum of two occasions
2. collect evidence that demonstrates:
- documented assessment plans
- having covered a range of assessment events
- catering for a number of candidates
- different competency standards or accredited curricula
- an RPL assessment
- contextualisation of competency standards and the selected assessment tools, where required
- incorporation of reasonable adjustment strategies
- development of simple Assessment Instruments for use in the process
- organisational arrangements.
|TAEASS402B||Assess competence||1. assess competence of a number of candidates within the Vocational Education and Training context against different Units of Competency or accredited curricula, following the relevant assessment plan
2. assess at least one candidate for RPL
3. consider reasonable adjustment and the reasons for decisions in at least one assessment
4. cover an entire Unit of Competency and show:
- the application of different assessment methods and tools involving a range of assessment activities and events
- two-way communication and feedback
- how judgement was exercised in making the assessment decision
- how and when assessment outcomes were recorded and reported
- assessment records and reports completed in accordance with assessment system and organisational, legal and ethical requirements
- how the assessment process was reviewed.
|TAEASS403B||Participate in assessment validation||1. actively participate in a minimum of two validation sessions or meetings which, in combination, address the Critical Aspects of Validation using different validation approaches and activities
2. clearly explain purposes of validation and the legal and ethical responsibilities of assessors
3. collate documentation relating to validation process in a logical manner
4. demonstrate communication and liaison with relevant people
5. provide feedback and interpret documentation in validation sessions
6. record contribution to validation findings.
|TAEDEL401A||Plan, organise and deliver group-based learning||1. facilitate group-based learning by preparing and delivering a series of training sessions, including:
- at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs
- at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed
2. identify and respond to diversity and individual needs
3. access and use documented resources and support personnel to guide inclusive practices.
|TAEDEL402A||Plan, organise and facilitate learning in the workplace||1. prepare and facilitate work-based learning
2. provide evidence of a minimum of two examples of developing work-based learning pathways, that include:
- identifying needs for learning
- analysing work practices, work environment and work activities
- organising and allocating work in a way that reflects learning needs and provides effective learning opportunities through work processes
3. provide a minimum of two examples of a learning facilitation relationship being conducted:
- with different individuals
- demonstrating communication skills and flexibility
- demonstrating one or more of the processes or techniques identified.
|TAEDES401A||Design and develop learning programs||1. design, develop and review learning programs within the VET context
2. prepare and develop a minimum of two learning programs:
- that contain differentiated learning program designs to reflect particular needs, contexts and timelines
- at least one of which must be based on competency standards or accredited courses and must cover at least one entire Unit of Competency or accredited course module.
|TAEDES402A||Use training packages and accredited courses to meet client needs||1. analyse a Training Package and or accredited course to examine its component parts, identify relevant Units of Competency or modules, and contextualise those to meet a specific client need
2. demonstrate a minimum of two examples of analysing training specifications, including at least one Training Package; the other may be another Training Package or an accredited course that meets a specific client need.
|Code||Title||Summary of Requirements|
|TAEDEL301A||Provide work skill instruction||1. carry out a minimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing:
- different learning objectives
- a range of techniques and effective communication skills appropriate to the audience.
|TAELLN411||Address adult language, literacy and numeracy skills||1. use tools to identify the LLN skill requirements (reading, writing, speaking, listening and numeracy) of the training specification and/or assessment process relevant to vocational delivery
2. use various sources to gather information on the current LLN skills of a learner group
3. identify available sources of support to address at least two of the identified LLN skill needs of the learner group
4. customise and use at least two learning resources to address LLN requirements
5. select, use and review at least two instructional strategies that directly address the identified LLN needs of the learner group
6. use advice from specialist LLN practitioners to inform practice
7. select, use and review at least two assessment strategies that cater for the identified LLN needs of the learner group
8. determine areas for improvement of own practice.
|BSBCMM401A||Make a presentation||1. preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate’s occupation or area of interest
2. knowledge of the principles of effective communication.