Chaudhary Niharika TAEPDD401

Assessment event 2 of 2: Project Criteria Unit code and name TAEPDD401 | Work effectively in the VET sector Qualification/Course code and name TAE40122 | Certificate IV in Training and Assessment Student details Student name Niharika Chaudhary Student number 801723691 Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment. This assessment is my original work and has not been:  plagiarised or copied from any source without providing due acknowledgement.  written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned. Student signature and date Niharika Chaudhary 25/10/23 Document title: TAEPDD401_AE_Pro2of2 Page 1 of 36 Resource ID: POP_23_001_TAEPDD401_AE_Pro2of2

Version: 2023 Date created: 08 May 2023 © TAFE NSW 2023 RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the TAFE NSW Learning Bank . The content in this document is copyright © TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: 01 December 2023. For current information please refer to our website or your teacher or assessor as appropriate. Document title: TAEPDD401_AE_Pro2of2 Page 2 of 36 Resource ID: POP_23_001_TAEPDD401_AE_Pro2of2

Assessment details Instructions Assessment event overview The event is to assess your knowledge and performance required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor. The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO). This assessment has four (4) parts: Part 1: Professional development consultation Part 2: Research VET frameworks and compliance requirements Part 3: Research working in the VET sector. Part 4: Develop Professional Development Plan (PDP). And is supported by:  Submission checklist  Assessor observation criteria checklist  Solid RTO resources Note : This assessment may contain links to external resources. Access to the long URL is provided via the Error: Reference source not found section located at the end of this document. Unit assessment guide Refer to the unit assessment guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result. sure you have completed everything.  include your family name to the file name of your assessment document.  keep a copy of all the electronic and hardcopy assessments you submit to TAFE NSW

Assessment details Instructions Assessment event overview The event is to assess your knowledge and performance required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor. The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO). This assessment has four (4) parts: Part 1: Professional development consultation Part 2: Research VET frameworks and compliance requirements Part 3: Research working in the VET sector. Part 4: Develop Professional Development Plan (PDP). And is supported by:  Submission checklist  Assessor observation criteria checklist  Solid RTO resources Note : This assessment may contain links to external resources. Access to the long URL is provided via the Error: Reference source not found section located at the end of this document. Unit assessment guide Refer to the unit assessment guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result.  make sure you have completed the assessment declaration before you submit.

Assessor observation checklist – Meet with a stakeholder This section is completed by your assessor. Once feedback has been provided by the assessor, you will be given the opportunity to respond. Table 2: Observation checklist Student name Student number Assessor name Date of observation Table 3: Observation checklist Skills to be observed S U/S Assessor feedback a. Recording was between 10-15 minutes. ☐ ☐ b. Introduced self, including your learner number. ☐ ☐ c. Stated the date and name of the unit and assessment event. ☐ ☐ d. Introduced your stakeholder, their title and sought their permission to record. ☐ ☐ e. Used VET terminology appropriately. ☐ ☐ f. Presented information in an organised manner. ☐ ☐ g. Discussed your findings on the VET sector in relation to ASQA, Standards, RTOs, learner groups and the implications for trainer assessors. ☐ ☐ h. Discussed how these findings will impact your ongoing professional development. Explained some activities you have already identified. ☐ ☐ i. Asked for stakeholder’s opinion, ideas and feedback on what you proposed. ☐ ☐ j. Used concise and clear language throughout the verbal consultation. ☐ ☐ k. Stated next steps for professional development plan. ☐ ☐ l. Uploaded your recording to the TAFE NSW approved platform for assessment ☐ ☐

Skills to be observed S U/S Assessor feedback submissions. Table 4: Assessor comments Additional comments Assessor signature Criteria met ☐ S ☐ US Assessor signature Date signed

VET framework or compliance area Brief description and purpose of VET framework or compliance area Example of workplace document relating to VET framework or compliance area What are the responsibilities on trainers and assessors working in the VET sector? How can you as a trainer and assessor maintain your currency? credentials. B. RTO Standards RTO standards are a set of requirements and expectations that registered training organisations must achieve to be legally able to operate and deliver recognised courses and certifications. They encompass a variety of aspects of an RTO's operations, including as governance, training and assessment quality, compliance, and student support services. Quality Assurance and Continuous Improvement Plan- This document explains an RTO's strategies and methods for ensuring compliance with RTO standards and continuously improving the quality of education and training provided.  Ensure that all relevant RTO standards are followed.  Create and deliver training programs that meet RTO requirements.  Maintain current and accurate assessment tools and materials.  Review and keep up to date with ASQA's RTO standards on a regular basis.  Attend RTO compliance training programmes.  Conduct regular internal audits and self-evaluations. C. Australian Qualifications Framework (AQF) AQF is the policy for regulated qualifications in the Australian education and training system. It covers higher education, VET, and school qualifications, providing a  Testimony issued by RTO to learners who have met the requirements of a VET qualification.  records of results issued by an RTO to  Make sure that training and assessment correspond to the appropriate AQF level for the qualification being delivered.  Keep up to date on any changes or updates to the AQF via official channels. Participate in professional

VET framework or compliance area Brief description and purpose of VET framework or compliance area Example of workplace document relating to VET framework or compliance area What are the responsibilities on trainers and assessors working in the VET sector? How can you as a trainer and assessor maintain your currency? clear understanding of the levels of knowledge and skills associated with each qualification. accompany the testimony.  statements of attainment issued by an RTO to certify the completion of one or more units or modules from a VET qualification, or the completion of an accredited short course.  Keep accurate records of learner accomplishments and qualifications issued. development opportunities related to the AQF. D. RTO policies and procedures RTO policies and procedures are the documented set of guidelines, rules, and processes that govern the operations and practises of an educational institution or organisation registered to provide vocational education and training. RTO Student handbook- Complete document outlining important information and policies that apply specifically to the RTO's learners/students. Purpose of this handbook is to educate students on RTO policies, procedures, and practises that have a direct impact on their learning experience. It assists in setting  Follow all RTO policies and guidelines when delivering training and conducting assessments.  Participate in the evaluation and development of policies and practises.  Regular training and updates on RTO policies and procedures should be attended.  actively taking part in the processes of reviewing and developing policy.

Part 3: Research working in the VET sector 3.1 As a trainer and assessor , you are required to interpret and apply RTO workplace documents. Use the following documents from Solid RTO or your own workplace, to complete Table 6: Organisational documents. (Minimum 20 words, with a maximum 30 words per row).  Organisational Chart (pdf)  Trainer and Assessor Job Description (pdf)  Trainer and Assessor Currency Policy (pdf)  Digital Technology Use and Applications Policy (pdf)  Learner Feedback Policy (pdf)

Organisational documentation Table 6: Organisational documents Document Purpose of document How does this document apply to you as a trainer and assessor working in the VET sector? A. Organisational chart Organisation chart gives a visual representation of the organization's hierarchical structure. The organisation chart promotes in effective communication and teamwork by helping me understand the hierarchy of reporting and my role within the organisation. B. Trainer and assessor job descriptions Trainer and assessor job description explains the obligations, expectations, and roles. It ensures that the tasks are directed and in accordance with organisational standards. It provides a clear expectation of delivering training, conducting assessments. This document guides my daily actions to ensure they are in line with the company's objectives and standards. C. Policy and procedure for maintenance of trainer assessor currency The purpose is to ensure that Solid RTO employs current trainers and assessors to deliver and assess courses for all qualifications that fall under the RTO's authority. Ensures that all trainers and assessors continue their professional development in the fields of vocational training, learning, and assessment, including competency- based training and assessment. D. Policy for use of digital technology This policy complies with the guidelines set forth in the Solid RTO Information Security Policy, which is accessible via the staff internal network of Solid RTO. It provides trainer with information on the platforms and tools that have been approved for delivering content, to integrate technology into the teaching strategies.

3.2 As a trainer and assessor you are required to identify the needs and expectations for the following 3 learners who are enrolled in 3 different qualifications. Complete Table 7: Learner groups. (Minimum of 30 and a maximum of 40 words per row) Learner groups Table 7: Learner groups Learner Needs and expectations Name a tool that you would use to identify individual learner needs How would you use the information to meet the learner needs? Organisational policies, procedures and legal requirements AQF level criteria and application of knowledge and skills Example May have the following needs and expectations: Literacy numeracy needs Basic skills and knowledge required by workplace. Access to technology Relevance of training to workplace Language, literacy and numeracy (LLN) assessment such as R U Ready or semi structured interview observing LLN capability Analyse results to determine if any learner(s) have LLN needs that require development or support prior to or during training Foundation skills support and or training Working with children check Career guidance / counselling Level 2 criteria Graduates at this level will apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters Learner 1 – Baxter Sultan To succeed in CPC32420,  Baxter needs individualised  Offer individualised Accessibility and Inclusion Policy: Baxter's literacy and numeracy

Learner Needs and expectations Name a tool that you would use to identify individual learner needs How would you use the information to meet the learner needs? Organisational policies, procedures and legal requirements AQF level criteria and application of knowledge and skills Baxter is 16 years old and has just been employed as an apprentice plumber with Plunging Into It Pty Ltd. Baxter has been enrolled in CPC32420 - Certificate III in Plumbing (Release 6). He left school at the end of Year 10 and was awarded his Record of Student Achievement (RoSA). He has difficulty reading technical and complex documents and has limited numeracy skills. Baxter needs specialised assistance with reading technical materials and enhancing his numeracy abilities. He might benefit from hand on learning experiences and visual aids that support abstract ideas. help to develop his technical reading and math skills.  Skills Assessment Tool- can be used to determine areas that need improvement. This tool evaluates his skill and directs personalised support. attention, visual aids, and hands- on experiences available.  Provide additional resources and assessment time.  Maintain open discussion in the event of a problem. This policy ensures that learners with varying needs, such as Baxter's difficulty with technical documents and limited numeracy skills, are accommodated. It might involve offering different choices for materials, more time for assessments, or additional assistance. level should be considered when creating training materials and assessments, ensuring that he can complete the requirements for the AQF Level 3 qualification. Learner 2 – Indikah Rose Requires flexible Self-Assessment- Determine the need for Policies for Focus on

Learner Needs and expectations Name a tool that you would use to identify individual learner needs How would you use the information to meet the learner needs? Organisational policies, procedures and legal requirements AQF level criteria and application of knowledge and skills Lincoln is 32 years of age and is visually impaired. He has enrolled in our FNS50222 - Diploma of Accounting (Release 2) course. He has strong LLN skills and well-developed digital literacy skills. 32-year-old student, is visually impaired. Regardless of this difficulty, he has strong Language, Literacy, and Numeracy (LLN) skills and is proficient in digital literacy. Due to his visual impairment, this would allow for a direct conversation to understand his specific needs and preferences.  Self- Assessment- Verify his current abilities and highlight any potential areas in need of more assistance. skills, identify potential support needs, and plan for visual impairment accommodations.  Providing materials in accessible formats, utilising assistive technologies. should follow policies and procedures concerning accessibility and support for students with disabilities. the materials and assessments meet the AQF Level 5 requirements for advanced accounting skills.

3.3 In Table 7: Learner cohorts, you identified the needs and expectations of 3 learners enrolled in 3 different qualifications. Use the AQF descriptors for Baxter and Lincoln that you identified in Table 7: Learner cohort and complete Table 8: AQF levels. Consider the differences in the levels of skills and knowledge and identify how you will apply these in your practice. AQF levels Table 8: AQF levels AQF Level How you will apply this AQF level to meet the needs of your learners Level 3 qualification I will plan to focus on practical, hands-on training for Baxter. This will include extensive workshops and on-the-job training to make sure he develops the technical skills. Furthermore, i will implement personalised learning materials and strategies to supplement his limited numeracy skills. Regular performance evaluations will be conducted to monitor his progress and address any areas that require additional attention. Level 5 (Diploma) qualification Lincoln has strong LLN skills as well as digital literacy. I will build on his current knowledge to dig deeper into advanced accounting principles and practises. I will provide accessible materials and technologies to Lincoln, who is visually impaired, so that he can fully participate in all aspects of the course. In addition, I will provide flexibility in assessment formats to accommodate his specific needs.