Assessment task workbook
TAEDES402 Use training packages and accredited courses to meet client needs
| INSTRUCTIONS TO PARTICIPANTS |
| This Assessment Task Workbook has been designed to guide you through providing evidence that demonstrates your competency in the unit: TAEDES402 Use training packages and accredited courses to meet client needs Application of the unit This unit describes the skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. It applies to individuals who are working in or with training and/or assessment organisations as an entry-level trainer, teacher, facilitator or assessor using a pre-defined training product, such as a training package or accredited course. Unit requirements The unit requirements are shown at the end of each assessment task. The Learning and Assessment process Your Trainer/Assessor will support you throughout the learning and assessment process. Your Trainer/Assessor will give you: This Assessment Task Workbook, which contains: information to help you research information and develop your knowledge assessment tasks for you to complete A Learning Guide which you can refer to during and after the course. You are required to complete all sections of this workbook. You will need to read the learner guide and access many websites. You should answer all questions in your own words and not copy and paste from the learner guide or website. |
St John Ambulance Australia Inc
Participant Assessment Plan
Complete the following boxes.
| Qualification | TAE40116 Certificate IV in Training and Assessment |
| Unit code and name | TAEDES402 Use training packages and accredited courses to meet client needs |
| Participant name | |
| Course code/number |
If you have any concerns or special needs (including language, literacy or numeracy) at any time during this assessment, please speak to your trainer.
This course consists of the following unit of competency:
TAEDES402 Use training packages and accredited courses to meet client needs
You will be assessed on this competency through completion of a workbook.
- To be deemed competent, you must be marked satisfactory against all the assessment items. If you are deemed not yet competent, you will have the opportunity for re-assessment.
- You may appeal an outcome you are not happy with by using the St John Ambulance appeals process. Please speak to your trainer if you wish to appeal.
- All work submitted must be your own, in accordance with the St John Ambulance Australia’s plagiarism policy (listed in the Participant Induction Handbook).
| Participant’s Declaration: ☐ I was advised about the content, purpose and process of assessment. ☐ I have received information about the unit of competency and understand the evidence requirements. ☐ I agree to the assessment process. ☐ The appeals process has been explained to me. ☐ I have informed my assessor of any special needs, if applicable. ☐ I confirm all evidence submitted by me for assessment is the product of my own work, (unless otherwise stated), and contains no material previously published or written by another person, except where due reference is given in the text. | |
| Signature: | |
| Date |
Assessment task 1
This task requires you to research and interpret the AQF guidelines and characteristics of qualification types.
1.1
- Read the following This is the web site where you can access information about the AQF: http://www.aqf.edu.au Current Governance arrangements for the AQF are stated on this site (as at June 2016) as follows: “The management of the AQF is delivered through the Australian Government Department of Education and Training in consultation with the Australian Government Department of Industry and Science and state and territory governments. The Department of Education and Training monitors and maintains the AQF, supports its users and promotes the AQF and its role in Australia’s education and training system. Expert consultative bodies are convened as required to advise Ministers on any AQF policy matters which arise. These arrangements are the result of a decision of Australian Government, state and territory Ministers in 2014 to disband the AQF Council and implement improved governance arrangements for the AQF. The AQF Council was originally established to deliver a review of the AQF, which culminated in the strengthened AQF. With this work completed, it was timely to reconsider the role of the Council.” The Home page of this site describes the AQF as follows: “The AQF is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools.” The full AQF can be downloaded as a .pdf file.
- Download the AQF and save it – you will need to refer to it on several occasions in this and other units
- Familiarise yourself with its contents and structure
1.2
- Answer the following questions
Questions
| What month and year was the current version of the AQF released? |
| Page 111 of the AQF contains an overview of Qualifications Frameworks in Australia. What changed in January 2013? |
| Refer to the AQF Qualifications Pathways Policy. What is Australia’s national policy on qualifications pathways? |
| According to clause 2.1.10, if a person already holds a Diploma, what percentage of credit does this provide for a 3-year Bachelor Degree? |
| This does not mean any Diploma would provide credit. According to clause 2.1.9, credit arrangements have to be negotiated and agreed. What must be taken into account? |
| You are undertaking a Certificate IV (AQF level 4) qualification. The qualification must be designed and accredited to meet the AQF level criteria and the Certificate descriptor. |
| What is the summary for this AQF level criteria? |
| What is the knowledge for this AQF level criteria? |
| What are the skills for this AQF level criteria? |
| What are the application of knowledge and skills for this AQF level criteria? |
| What is the purpose of the qualification? |
| What is the knowledge description of the qualification? |
| What is the skills description of the qualification? |
| What is the application of knowledge and skills description of the qualification? |
| What is the description of the volume of learning for the qualification? |
| Assessor comments/feedback |
| Knowledge evidence Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification types Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 2
This task requires you to research a training package, qualification and unit of competency.
2.1
- Go to the web site www.training.gov.au and familiarise yourself with its search engine and the quick search.
- Find this page
2.2
- Answer the following questions
Note: You will need to look further on this web site, starting from the above page.
Questions
Training Packages
| There are 2 training packages with the code TAE. What is the code and title of the current training package? |
| The previous training package was TAE10 training and Education Training Package. On what date was it superseded by the current training package? |
| How many current qualifications are in the TAE Training Package? |
| In total, how many units are in the TAE training package? |
| Find the list of imported units of competency for the current TAE training package. A number of these units are imported from the same training package. What is the code and name of the training package which contains these units? Note: these units will have a different code – Not TAE. |
Qualifications
| Go to the page for qualification TAE40116. What qualification does it supersede? |
| Refer to the mapping notes. What changed in the packaging and structure of the qualification? |
| Scroll to the bottom of the page. Is TAE40116 equivalent to TAE40110? YES/NO |
| If the code of a qualification is TAE5###, what type of AQF qualification is it? |
| What year was the TAE80213 qualification endorsed? |
| What are the core units for the qualification TAE50116? |
| What are the Packaging Rules for TAE50116? |
Units of Competency
| Go to the page for the unit of competency TAEDES402. Is this unit equivalent to a previous unit from TAE40110? YES/NO. If it is, what is the code of the equivalent superseded unit? |
| There are several other qualifications that include the unit TAEDES402 (in other Training Packages than the TAE Training Package). What is the code and name of 2 qualifications – not TAE – that include TAEDES402 as an imported unit? |
| Make sure you are on the page for TAEDES402. Scroll slowly down this page until you reach the main blue heading “Unit of Competency” List all of the blue subheadings that follow – beginning with “Modification history” and stopping just before “Assessment Requirements” |
| On the same page – list all of the blue subheadings that follow the main heading “Assessment Requirements” |
Download the unit of competency and the assessment requirements and save both files so that you can access them again. |
| In the unit of competency, how does it describe “elements”? |
| How does it describe “performance criteria”? |
| What does the Foundation Skills section describe? |
| There are six (6) Foundation Skills relevant to this unit of competency. What are they? List only the headings. |
| Oral communication “maps” to Performance Criteria (PC) 1.1, 4.1, 5.2. What is the wording of these 3 PC’s? |
| How is the oral communication foundation skill described in the unit? |
| ‘Assessment requirements’ is a separate document containing information about what must be demonstrated to be assessed as competent. It contains a section “assessment conditions” – the requirements for conducting the assessment. |
| What requirements must assessors of this unit satisfy? |
| What must you have access to – according to the assessment conditions? |
Skill Sets
Training packages don’t contain only qualifications, they also contain smaller groups of units known as Skill Sets.
| TAESS00011 Assessor Skill Set is one of the skill sets in the TAE training package. What are the units required to attain this skill set? |
| What is the suggested wording for the Statement of Attainment for TAESS00011? |
| The Skill Set states “Pathways Information”. What does it say? |
| Assessor comments/feedback |
| Performance criteria 2.1 Read and interpret the qualification framework, and packaging rules of the identified qualification Knowledge evidence Format and structure of units of competency, and assessment requirements Function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system Terminology used in training packages and accredited courses Sources of training package information. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 3
This task requires you to demonstrate your knowledge of training packages and their development process.
3.1
Questions
| What is the document stating the requirements for training package format? (State the title and the year) |
| What types of organisations are now responsible for the development of training packages? |
| What types of committees support industry consultation in the development of training packages? |
| PwC’s Skills for Australia is responsible for the vocational qualifications and training packages in a number of industry sectors. What are two of the industry sectors? Hint: use this website to assist you http://www.skillsforaustralia.com/ |
| What is the name of the current endorsement body for training packages? |
| What are the four (4) endorsed components of a training package that you can access on training.gov.au? |
| Download the Standards for Training Packages 2012 from https://www.education.gov.au/training-packages. Use them to answer the following questions. |
| What is Standard One? |
| According to Standard Four, what do units of competency specify? |
| According to Standard Six, what do assessment requirements specify? |
| According Standard Eight, what must qualifications comply with? |
| Companion volumes are non-endorsed components of training packages. What is Standard 11? |
| The Standards provide a unit of competency template. How is the ‘application’ field defined in the template? |
| The ‘assessment requirements’ template has a mandatory field for Performance Evidence. How is this defined in the template? |
| How are ‘assessment conditions’ defined in the template? |
| The ‘qualification’ template has a mandatory field ‘packaging rules’. How is this defined in the template? |
| In a qualification, under what heading would you find information about whether there are licensing requirements? Hint: Look at the qualification BSB51918 and find the main (blue) heading. |
| In a unit of competency, under what heading would you find information about whether there are licensing requirements? Hint: Look at one of the units in the qualification BSB51918 and find the main (blue) heading. |
| Go to www.training.gov.au and search for current qualifications which include the word “licence” in the title. List the code and title of those you find. |
| Search for current units of competency which include the word “licence” in the title. How many did you find? |
| Search for current accredited courses which include the word “licence” in the title. List the code and title of those you find. |
| Are you able to download either of these accredited courses from www.training.gov.au? YES/NO |
| Assessor comments/feedback |
| Knowledge evidence Functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations Format and structure of units of competency, and assessment requirements Function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system Terminology used in training packages and accredited courses Standards for Training Packages, including the role and purpose of each endorsed component Non-endorsed components of training packages Sources of training package information. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 4
This task requires you to demonstrate your knowledge of accredited courses and accreditation agencies.
4.1
- Answer the following questions
Questions
| What is the reason for accredited courses? |
| Accredited courses are usually a nationally recognised qualification at an AQF level. Can you identify the AQF level by the code? If not, how can you identify it? |
| What is the name (and acronym) for the national body providing recognition to accredited courses? |
| Unlike the Standards for Training Packages, the Standards for VET Accredited Courses is a legislative instrument. What is the name of the Act these Standards were made under? |
| If a course is to be accredited by a State body, as opposed to ASQA, does it have to comply with the Standards? YES/NO |
| Download the Standards for VET Accredited Courses 2012. Use the information in the Standards to answer the following questions. |
| What does clause 6.1 say? |
| What does clause 7.11 say? |
| Looking at clause 7.13, what else will you find in an accredited course you won’t find in a training package qualification? |
| There are three (3) sections in an accredited course. What do they contain? |
| What are the major headings in Section B? |
| An accredited course must not duplicate a training package qualification. Can it use units of competency from a training package? YES/NO |
| Assessor comments/feedback |
| Knowledge evidence Functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations Format and structure of accredited courses Terminology used in training packages and accredited courses Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 5
This task requires you to demonstrate your knowledge of VET as a competency based system.
5.1
- Answer the following questions
Questions
| What are the benchmarks for assessment in VET? |
| What do we use to assess knowledge, skills and performance? |
| What requirements must the recorded evidence of competency comply with? |
| The qualification states the AQF level. Does this also need to be taken into account in assessment? YES/NO |
| Are curricula used in VET? YES/NO |
| VET is flexible and client focused. What does this mean? |
| What are the differences between Credit Transfer (CT) and Recognition of Prior Learning (RPL)? |
| What is the difference between criterion referenced and norm referenced assessment? |
| Assessor comments/feedback |
| Knowledge evidence Function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 6
This task requires you to demonstrate your knowledge of the dimensions of competency.
6.1
- Answer the following questions
Questions
| Think about the task of cooking a meal. Describe how each of the dimensions of competency apply. |
| Download the unit of competency FNSRTS303 Balance retail transactions. Look for Performance Criteria where Job/Role environment skills must be demonstrated. Type the number of all of the Performance Criteria found into the space below. |
| Look at the Numeracy Foundation Skill. At least 2 dimensions of competency are required to demonstrate this. Which are they? |
| Get the Work Done in the Foundation Skills includes: Takes responsibility for the sequence and priority of tasks within own workload to achieve required outcomes efficiently and accurately. How is this a Task Management skill? |
| Get the Work Done also includes: Responds to predictable routine problems and implements standard or logical solutions. What dimension of competency is demonstrated here? |
| One of the Foundation Skills is Navigate the World of Work. What Dimension of Competency does this match to? |
| Assessor comments/feedback |
| Knowledge evidence Dimensions of competency Format and structure of units of competency, and assessment requirements Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Terminology used in training packages and accredited courses Sources of training package information. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 7
This task requires you to identify parts of training packages which can be contextualised and those which cannot.
7.1
- Answer the following questions
Questions
| Download the unit of competency BSBWHS307 Apply knowledge of WHS legislation in the workplace. |
| Under the heading application is a paragraph starting NOTES. What does it say about contextualising the unit? |
| Safe Work Australia leads the development of national policy to improve work health and safety and workers’ compensation arrangements across Australia. It developed the Model Work Health and Safety Act which has been adopted in most jurisdictions and can be found here: https://www.safeworkaustralia.gov.au/law-and-regulation |
| If your target group are in the State of Victoria – how will you need to contextualise this unit? |
| Element 1 of BSBWHS307 requires you to ‘Identify WHS legal and compliance framework as it applies to the workplace. The Safework Australia website identifies Codes of Practice and Guidance Materials relevant to specific industries. |
| Name two guidance materials which should be covered if delivering this unit of competency to small business. |
| What is the name of the model code of practice relevant to managing the risk of falls in the workplace? When was it last published? |
| Would it be appropriate to cover the Model code of Practice: How to safely remove asbestos in delivering BSBWHS307? Yes/No Why/Why not? |
| Assessor comments/feedback |
| Performance criteria 1.2 Identify and source training packages, qualifications and/or accredited courses that could satisfy client needs 4.2 Use advice on contextualisation produced by the training package developer or course developer to meet client needs Knowledge evidence Format and structure of units of competency, and assessment requirements Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Terminology used in training packages and accredited courses Parts of training packages that can be contextualised and parts that cannot Non-endorsed components of training packages Sources of training package information. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 8
This task requires you to demonstrate selecting a qualification to meet client needs, analysing the qualification and packaging it for a target group.
8.1
- Read the following
| This task involves: Identifying and sourcing a qualification to meet the needs of a target group Unpacking the qualification Packaging the qualification for the target group (contextualising) This is a “simulated workplace” task, where the qualification and target group have been identified for you. The qualification: BSB41419 Certificate IV in Work Health and Safety The target group: The target group are all qualified tradespeople working in civil construction (building roads and other infrastructure). They are funded by their employer to undertake the qualification. The group are mostly leading hands, workplace supervisors and others who have responsibility for safety of a work team in a high risk environment. The tables below will provide you with templates to complete the information. |
8.2
- Conduct the necessary research and complete the tables
Table 1 – The Qualification
| Qualification | |
| Training Package | |
| Original Release date of the qualification | |
| Description | |
| Licensing requirements | |
| AQF level | |
| Entry requirements | |
| Pathways from the qualification (appropriate qualification at the next AQF level up) | |
| Packaging rules |
Table 2 – Packaging the qualification
Complete the table below with the appropriate unit selections for the target group and their context of work. The column headings will depend on the packaging rules (you will always have ‘Core’ and then you may have ‘Elective’ or ‘Group A’, ‘Group B’ etc as specified in the packaging rules).
Packaged Qualification
| Unit | ||||||
| Assessor comments/feedback |
| Performance criteria 1.1 Confirm the training and/or assessment needs of the client 1.2 Identify and source training packages, qualifications and/or accredited courses that could satisfy client needs 1.3 Use training products in line with vocational education and training (VET) sector requirements, and the training and assessment organisation’s quality assurance policies and procedures 2.1 Read and interpret the qualification framework, and packaging rules of the identified qualification 2.2 Review and determine applicable licensing requirements and prerequisites 2.3 Determine suitable electives that meet client needs and job roles 3.1 Select skill set, individual unit or accredited module to meet client needs and document reasons for selection Knowledge evidence Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification types Function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Terminology used in training packages and accredited courses Parts of training packages that can be contextualised and parts that cannot Sources of training package information. Performance evidence Analysing a training package and/or accredited course, to examine its component parts, identify relevant qualifications and units of competency or modules, and contextualise those to meets the specific needs of one client 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. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 9
This task requires you to analyse and interpret a unit of competency.
9.1
- Download the unit of competency and assessment requirements for BSBWHS307 Apply knowledge of WHS laws in the workplace
- Complete the following table
| What is the Application of this Unit? |
| Is this unit for a person who is a workplace health and safety manager? YES/NO |
| Would this unit be appropriate for an administration officer or similar role? YES/NO |
| Does this unit have a licensed outcome? YES/NO |
| What does element 1 and its related PCs mean for the skills expected of the employee? |
| Read the Assessment Conditions. What kinds of documentation will need to be included in the learning process? |
| Which Performance Criteria relate to the Foundation Skill ‘Navigate the world of work’? |
| Part of the Performance Evidence is ‘communicate WHS information to others’. How might you assess this to know that an employee has this skill? |
| In order to deliver the training and conduct the assessment for this unit so as to meet the performance evidence, do you think you could design an on-line course with multiple-choice questions to answer for assessment? YES/NO State your reasons |
| Write 7 questions that you could ask the candidate, so that they demonstrate each of the Knowledge Evidence listed. One question for each of the 7 KE. |
| Does the Assessment Conditions information confirm that you could assess this unit ‘off the job’ in a simulated workplace? YES/NO State your reasons |
| Assessor comments/feedback |
| Performance criteria 3.2 Read, analyse and interpret all parts of each selected unit, or accredited module, for application to client needs 5.1 Read and analyse the assessment information of the relevant training package or accredited course Knowledge evidence Format and structure of units of competency, and assessment requirements Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Terminology used in training packages and accredited courses Sources of training package information. Performance evidence 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. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 10
This task requires you to demonstrate selecting a qualification to meet client needs, analysing the qualification and packaging it for your target group.
10.1
- Read the following
| As a trainer/assessor, you need to be qualified. This means you need TAE40116 or equivalent and vocational competency. Usually this entails holding the qualification and the individual units of competency you intend to deliver and assess or demonstrate equivalence to each unit. For the balance of this TAE course, you will need to use a qualification and one or more units of competency in your own area of expertise. The simplest approach is to look at your own qualifications. They will have codes you may be able to locate on training.gov.au. Many prospective trainer/assessors have years of experience in their vocational area of expertise. Qualifications may no longer current, which will require a search for the equivalent current qualification on training.gov.au. You should also have a “picture” of your prospective trainees, although you may need to do further research to identify their training needs. Training must meet the needs of the target group. This task involves: Identifying the characteristics and needs of your target group Identifying and sourcing a qualification in your own area of expertise to meet the needs of your target group (download and save it) Unpacking the qualification Packaging the qualification for your target group (contextualising) The tables below will provide you with templates to complete the information. |
10.2
- Conduct the necessary research and complete the tables.
Table 1 – Typical characteristics of the target group
Note: Your learning guide has an example of this analysis. Read the information in the learning guide and consider what you need to include in this table in relation to your target group. Notice the learning guide example includes research from SEEK. You should also research what employers want from this type of employee.
| Age group | |
| Gender | |
| LLN levels | |
| Culture / diversity | |
| Disability / special needs | |
| Employer preferences |
Table 2 – The Qualification
| Qualification | |
| Training package | |
| Qualification Latest Release Date | |
| Description | |
| Licensing requirements | |
| AQF level | |
| Entry requirements | |
| Pathways from the qualification (next AQF level up) | |
| Packaging rules |
Table 3 – Packaging the qualification
Complete the table below with the appropriate unit selections for the target group and their context of work. The column headings will depend on the packaging rules (you will always have ‘Core’ and then you may have ‘Elective’ or ‘Group A’, ‘Group B’ etc as specified in the packaging rules).
Packaging Matrix:
| Unit | ||||||
| Assessor comments/feedback |
| Performance criteria 1.1 Confirm the training and/or assessment needs of the client 1.2 Identify and source training packages, qualifications and/or accredited courses that could satisfy client needs 1.3 Use training products in line with vocational education and training (VET) sector requirements, and the training and assessment organisation’s quality assurance policies and procedures 2.1 Read and interpret the qualification framework, and packaging rules of the identified qualification 2.2 Review and determine applicable licensing requirements and prerequisites 2.3 Determine suitable electives that meet client needs and job roles 3.1 Select skill set, individual unit or accredited module to meet client needs and document reasons for selection 4.1 Use information from the client to contextualise units, or accredited modules, to meet client needs Knowledge evidence Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification types Function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Terminology used in training packages and accredited courses Parts of training packages that can be contextualised and parts that cannot Sources of training package information. Performance evidence Analysing a training package and/or accredited course, to examine its component parts, identify relevant qualifications and units of competency or modules, and contextualise those to meets the specific needs of one client 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. Satisfactory ☐ Not Yet Satisfactory ☐ |
Assessment task 11
This task requires you to analyse links between units of competency in a qualification and provide advice to the client.
11.1
- Read the following
| This is the final assessment task. It is designed for you to demonstrate you have consolidated your knowledge and skills for this unit and can apply them to a qualification or skill set in your own area of expertise. In Task 10, you selected a qualification and identified the characteristics of your target group. You now need to analyse this qualification and provide advice to a prospective trainee/client on the way it will be delivered and the assessment process. You have already selected the units of competency and documented them in the packaging matrix for Task 10. In order to determine the order of delivery, and whether any of the units should be clustered, you will need to download all the units you listed. Study each of the units and identify the order in which they should be delivered, so there is a logical flow of learning. You need to justify your decision by giving reasons. Refer to the information you documented in Task 10 about your target group and determine how you will contextualise the delivery and assessment of the units for the context of work of the client. Consider the methods and timeframe appropriate for the client’s overall achievement of the qualification. Think about whether the client will be assessed in their workplace or whether a simulated workplace approach will be needed. What kinds of tasks will the client perform in their assessment and where? |
11.2
- Conduct the necessary research and complete the tables below
Note: If the qualification you selected has more than 10 units only use 10. If there are less than 10 units in the qualification or skill set, delete the tables you don’t need.
Qualification/Skill set
| Code and title of the qualification |
Units in order of delivery and assessment
| Unit 1: (Code and title) |
| Unit 1: Application of the unit |
| Unit 2: (Code and title) |
| Unit 2: Application of the unit |
| Unit 3: (Code and title) |
| Unit 3: Application of the unit |
| Unit 4: (Code and title) |
| Unit 4: Application of the unit |
| Unit 5: (Code and title) |
| Unit 5: Application of the unit |
| Unit 6: (Code and title) |
| Unit 6: Application of the unit |
| Unit 7: (Code and title) |
| Unit 7: Application of the unit |
| Unit 8: (Code and title) |
| Unit 8: Application of the unit |
| Unit 9: (Code and title) |
| Unit 9: Application of the unit |
| Unit 10: (Code and title) |
| Unit 10: Application of the unit |
11.3
Explanation for the client
| Why was this order of delivery and assessment selected? How will it benefit the client in the learning process? |
| Which units will take longer than others? Explain why. |
| Will some of the units be clustered? Explain why/why not. |
| Name two units which will incorporate assessment in the workplace. If you have no units incorporating assessment in the workplace, explain why not. |
| Assessor comments/feedback |
| Performance criteria 1.1 Confirm the training and/or assessment needs of the client 1.2 Identify and source training packages, qualifications and/or accredited courses that could satisfy client needs 1.3 Use training products in line with vocational education and training (VET) sector requirements, and the training and assessment organisation’s quality assurance policies and procedures 2.3 Determine suitable electives that meet client needs and job roles 3.1 Select skill set, individual unit or accredited module to meet client needs and document reasons for selection 3.2 Read, analyse and interpret all parts of each selected unit, or accredited module, for application to client needs 3.3 Analyse links between the units, and/or accredited modules, to develop effective applications for the client 4.1 Use information from the client to contextualise units, or accredited modules, to meet client needs 4.2 Use advice on contextualisation produced by the training package developer or course developer to meet client needs 5.1 Read and analyse the assessment information of the relevant training package or accredited course 5.2 Provide appropriate advice to the client about assessment requirements Knowledge evidence Format and structure of units of competency, and assessment requirements Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients Sources of training package information. Performance evidence Analysing a training package and/or accredited course, to examine its component parts, identify relevant qualifications and units of competency or modules, and contextualise those to meets the specific needs of one client 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. Satisfactory ☐ Not Yet Satisfactory ☐ |
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| 9 | ||||
| 10 | ||||
| 11 |
| OVERALL OUTCOME OF ASSESSMENT | ☐ COMPETENT ☐ NOT YET COMPETENT |
| Assessor’s Declaration: | I confirm that the above-named student has satisfied all requirements of this unit of competency. I have informed the participant of the assessment decision. |
| Assessor’s name: | |
| Signature: | |
| Date |
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