The TAE40116 Certificate IV in Training & Assessment 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.
The Fortress Learning Face to Face TAE Cert IV Program
Fortress Learning delivers the TAE40116 Certificate IV in Training & Assessment and associated programs in a range of locations nationally.
The way it is delivered varies from place to place to reflect the local needs of those students.
TAE40116 Certificate IV in Training & Assessment
The full range of TAE Upgrade programs are available. The best idea is to talk to your Trainer about your needs and how it can be scheduled.
TAELLN411 – Address Adult Language, Literacy and Numeracy Skills
TAEASS502 – Design and Develop Assessment Tools
For more information about how the program will be delivered, visit the relevant page for your preferred location by using the links below:
New South Wales
Murray Valley and Riverina (Albury, Griffith, Leeton, Wagga) Face to Face TAE – MORE INFORMATION
Newcastle, Hunter Valley & Central Coast Face to Face TAE – MORE INFORMATION
Northern Rivers Face to Face TAE – MORE INFORMATION
Sydney Blended/Face to Face TAE – MORE INFORMATION
Cairns Face to Face TAE – MORE INFORMATION
Brisbane Face to Face TAE – MORE INFORMATION
Charters Towers, Mackay & Townsville – MORE INFORMATION
Adelaide CBD Face to Face TAE – MORE INFORMATION
Melbourne CBD Face to Face TAE – MORE INFORMATION
Murray Valley and Riverina (Shepparton, Wodonga) Face to Face TAE – MORE INFORMATION
- The TAE40116 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 TAE40116 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.
We know from experience that we cannot be all things to all people.
What we do know is that we work best with people who:
- Want a training provider who walks the walk, has runs on the board in the VET sector, and is not driven just by short term profits
- Are horrified by the prospect of being delayed for weeks or months each time they submit an assessment, send an email or make a call to ask a simple question
- Want to reflect on their own knowledge and skills, and make improvements to both
- Are open to being assessed fully, and in accordance with the requirements of the qualification in which they are enrolled
- Appreciate a training provider who can balance a rigorous program with dedicated support
- Value the windows of opportunity that open for them
- Are polite and courteous, and who choose to overcome challenges with grace and communication rather than with rude words and a big stick
- Have a sense of humour and an appreciation for others
- Strive to be true professionals in their chosen field
- Want to know that their qualification is more than just a piece of paper.
The central focus of the TAE40116 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, including to those with language, literacy and numeracy support needs.
- Measure progress in learning and judging whether competence has been demonstrated.
Unlike previous Certificate IV in Training & Assessment qualifications, the latest TAE40116 requires people entering the program to be able to:
demonstrate vocational competency in their proposed teaching and assessing area. Vocational competency is defined as broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification.
How do I do that?
For most people, it will simply be a matter of providing a copy of some other qualification, skill set, or statement of attainment. If you do not possess another qualification, then we would require you to provide a CV that shows your broad industry knowledge and experience, combined with a Position Description and Third Party Report from someone who can attest to your experience.
How long it takes will very much reflect your own commitment, enthusiasm and allocation of time.
The face to face component is just one part of the program, which is combined with further learning and assessment tasks to be undertaken.
We know that not all people need the same thing, and that is why our face to face programs do vary from location to location. This reflects our knowledge the people attending programs in different places often bring different kinds of experience and needs. This translates into slightly different programs being developed to reflect that.
How long is it meant to take?
The Australian Qualifications Framework publishes what they believe is a good indication of how long different courses should take. These are called the Volume of Learning Indicators, and they suggest that a Certificate 4 level qualification should take 600-1200 hours.
What does that mean per week?
If you enrol in a 12 month program, then using the above you could expect to take 10-45 hours a week. Obviously, for a 6 month program, it would be more.
Does it really take that long?
Experience tells us that people entering our programs are not blank slates. They bring a range of knowledge and experience, and that includes the ability and desire to learn. Even for those who are not seeking any Recognition of Prior Learning, the above graph shows that the time it takes is closer to the lower end of the range.
While it differs for different people, we find that successful students usually dedicate a night or two a week to their studies, and then a Saturday or Sunday every 2-3 weeks.
The fee for face to face programs will depend on location, and you will see the fee for your chosen location on that location’s page.
Why do they vary?
The cost to deliver the program varies in different places. A simple example is the fee for a suitable venue in Mackay is different from one in Melbourne CBD, and it is not always in the way you might expect!
The Units of Study
The TAE40116 Certificate IV in Training & Assessment involves ten Units of Competency, of which there is one Elective unit.
The Fortress Learning Cert IV TAE integrates the 10 units into three Fields of Study that experience tells us produce well-rounded and capable practitioners.
The Fortress Learning TAE40116 Certificate IV in Training & Assessment is designed around three Fields of Study:
Field 1: 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 2: 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.
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.
Field 3: 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.
|Code||Title||Summary of Requirements|
|TAEASS401||Plan assessment activities and processes||1. plan and organise the assessment process on a minimum of five 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.
|TAEASS402||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.
|TAEASS403||Participate in assessment validation||1. actively participate in a minimum of three 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.
|TAEASS502||Design & develop assessment tools||1. design three assessment tools that address the requirements of 3 units of competency|
2. review these tools to ensure that they meet the Principles of Assessment and Rules of Evidence
|TAEDEL401||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.
|TAEDEL402||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.
|TAEDES401||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.
|TAEDES402||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.
|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.
|BSBCMM401||Make a presentation||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.