Part A: Course Overview

Program: C4436 Certificate IV in Training and Assessment

Course Title: Facilitate vocational training

Portfolio: Vocational Education

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE5954C	City Campus	TAFE	525T Business & Enterprise	Face-to-Face or Internet	Term1 2024, Term2 2024, Term1 2025

Flexible Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE5954C	City Campus	TAFE	525T Business & Enterprise	Face-to-Face or Internet	VE 2025 (TAEH)

Course Contact: Jeremy Glover

Course Contact Phone: +61 3 99251485

Course Contact Email: jeremy.glover@rmit.edu.au

Course Description

This unit describes the skills and knowledge required to plan, prepare for and facilitate the vocational training of both individual learners and groups of learners via a face-to-face, in-person delivery mode. It includes customising and using existing session plans and learning resources, using these plans to facilitate training, and reviewing own practice.

The unit applies to entry-level vocational education and training (VET) teachers and trainers who use training and technical skills to deliver training based on a product that is nationally recognised or aligned with other recognised frameworks.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Courses and Assumed Knowledge and Capabilities

Nil

National Competency Codes and Titles

National Element Code & Title:	TAEDEL411 Facilitate vocational training
Elements:	1. Plan and prepare for vocational training 2. Customise vocational training 3. Deliver face-to-face vocational training 4. Support individual and group learning 5. Review vocational training practice

Learning Outcomes

Overview of Assessment

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:

• facilitate the following face-to-face, in-person, training sessions based on a training product that is nationally recognised or aligned with other recognised frameworks:
• a series of 3 sequential group training sessions of at least 30 minutes duration each to 1 group of learners, where the group must consist of at least 4 learners
• 2 different individual training sessions of at least 30 minutes duration each to a learner who is not part of the above group.

In the course of each of the above, the individual must:

• deliver all sessions in their entirety, from start to finish
• facilitate learner acquisition of skills and knowledge and learner independence
• monitor learner engagement and participation
• identify and respond to foundation skill needs.

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:

• legislative and vocational education and training (VET) regulatory requirements relating to the facilitation of individual and group-based vocational training based on products that are nationally recognised or aligned with other recognised frameworks
• organisational requirements and procedures for facilitating individual and group-based vocational training, including requirements for:

• using training and assessment strategies
• behaviour management
• record keeping
• risk identification, assessment and control
• learner support
• professional development

• processes for interpreting nationally recognised training products to identify the standard of performance required and:

• structure, content and application of products relevant to assessing competence, and how they are addressed in assessment tasks and processes
• requirements of foundation skills: language, literacy, numeracy, digital literacy and employability skills

• dimensions of competency and how they guide training practices
• strategies and processes for identifying and organising foundation skills support for learners, including language, literacy, numeracy, digital literacy and employability skills, including use of current authorised Australian foundation skills frameworks
• learning theories and adult learning principles relevant to the learning cohort, and their application to the facilitation of individual and group-based vocational training
• training practices, methods and techniques for facilitating individual and group-based vocational training and supporting effective learning, including those that are within scope of own role and that:

• promote learner engagement
• build safe and inclusive learning environments, including:

• providing learners with information
• using appropriate and inclusive language
• using diverse resources and methods
• addressing cultural sensitivity, safety and equity

• reflect learner characteristics, needs and behaviours, including:

• cultural and social practices
• mental health and wellness considerations
• neurodiversity

• identify and support learners with diverse and additional learning needs, including:

• behaviours that learners with learner difficulties may exhibit
• reasons that some learners may require additional support
• support strategies for different types of difficulty or need

• provide opportunities to review and reflect on own practice
• build skills in presenting and in applying presentation aids

• techniques for customising session plans and learning resources to suit learner characteristics and needs
• work health and safety (WHS) responsibilities relating to training, including:

• common hazards and risks
• risk controls.

Feedback 

Feedback will be provided throughout the semester in class and/or online discussions.  You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress. 

You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.