Mapping the Fortress TAE to the Critical Aspects of Evidence


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The Fortress Learning TAE40110 Certificate IV in Training & Assessment is built around four main areas of activity:

  1. Designing programs of learning
  2. Delivering programs of learning
  3. Assessing learning
  4. Language, literacy and numeracy

Each Unit of Competency has its own rules. One of these is known as the Critical Aspects of Evidence, and it is these that any student must demonstrate in order to fulfil requirements of the qualification. Each unit of competency is made public at the training.gov.au website. The link and critical aspects of each unit of competency are shown below. The assessment instruments used by Fortress Learning to assess these units are also listed.

Please note that your particular program may comprise some or all of the following. Because one size most certainly does not fit all, we will develop an individualised Personal Learning Plan for you before you begin that will inform your particular program of study and our journey together.

 

Designing programs of learning

 

TAEDES401A – Design and develop learning programs

This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.

  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.

ASSESSING THESE UNITS

NotepadShort Answer Questions 1 – 30 tasks, each including multiple parts, assessing the underpinning knowledge related to these two units.

 

Notepad

Project 1a – Design and develop a competency based learning program. Learning programs in this context relate to a vocational training program based around a unit, or units, of competency from an endorsed Training Package (or the modules in an accredited course).

NotepadProject 1b – Design and develop a learning program, that may or may not be based on an accredited Unit of Competency. This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning.

 

Delivering programs of learning

 

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.

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
  1. identify and respond to diversity and individual needs
  2. access and use documented resources and support personnel to guide inclusive practices.

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.

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
  1. 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.

ASSESSING THESE UNITS

NotepadShort Answer Questions 2 – 28 tasks, each including multiple parts, assessing the underpinning knowledge related to these three units.

 

NotepadProject 2a – Plan, deliver and review a training session of at least 20 minutes.

 

Notepad

Project 2b – Plan, organise, deliver and review 2 consecutive training sessions, each of which must be 40-60 minutes in length.

 

NotepadProject 2c – On two occasions, plan, organise, and facilitate workplace learning for an individual. One occasion is to include a learning program of multiple sessions over at least 2 days, with the second occasion being at least a single session of 60 minutes, or two sessions of at least 30 minutes’ duration.

 

Assessing learning

 

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.

ASSESSING THESE UNITS

NotepadShort Answer Questions 3 – 12 tasks, each including multiple parts, assessing the underpinning knowledge related to these three units.

 

NotepadProject 3a – Plan and conduct an assessment for one Unit of Competency using a Training & Assessment Pathway.

 

NotepadProject 3b – Plan and conduct an assessment for one Unit of Competency using an RPL Pathway.

 

NotepadProject 3c – Participate in at least 2 validation sessions, either organising one or more yourself or participating in a validation activity organised by some other party.  A simple way here is to validate the two assessments that you conducted in Projects 3a and 3b.

 

Address adult language, literacy and numeracy (LLN) skills for a learner group

 

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.

ASSESSING THIS UNIT

NotepadShort Answer Questions 4 – 4 tasks, some with multiple parts, assessing the underpinning knowledge related to this unit.

 

NotepadProject 4 – Identify the LLN requirements of a learner, of some training, and develop strategies to address any gaps between the two.