Chaudhary Niharika TAEPDD401
docx
School
Swinburne University of Technology *
*We aren’t endorsed by this school
Course
TAE40116
Subject
Information Systems
Date
Dec 6, 2023
Type
docx
Pages
36
Uploaded by 22muknik
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 instructions
Table 1: Assessment instructions
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.
Submission
instructions
Before you submit your assessment:
read the checklist at the end of the assessment to make
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.
Instructions
Your assessor will use the 4 parts of this assessment, to determine if you have satisfactorily
completed this assessment event.
Read
all
instructions carefully and complete all requirements of the assessment. There are
2
parts of this assessment that need to be submitted:
Part 1
: Professional development consultation.
Part 4
: Develop your Professional Development Plan (PDP).
The other
2
parts of this assessment require you to conduct research:
Part 2
: Research VET frameworks and compliance requirements.
Part 3
: Working in the VET sector.
Part 1: Professional development consultation
1.1. Meet with a stakeholder
You have already completed this as an activity in Lesson 4 Activity: Meet with a
stakeholder.
To successfully complete this, you will need to:
download the Stakeholder consultation checklist and ensure you have included all the
components of the checklist
once you have completed your meeting, upload your recording onto the TAFE NSW
approved platform for assessment submissions.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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
Part 2: Research VET frameworks and compliance requirements
2.1 Complete Table 5: Research VET sector and ensure all responses relate to the VET sector
.
Research VET sector
Table 5: Research VET sector
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?
A.
Australian Skills
Quality Authority
(ASQA)
ASQA regulates over 90%
of Australian VET
providers. They also
oversee training providers
who provide VET
certifications and courses
to students in Australia or
provide Australian
qualifications to students
overseas. The quality and
standards of vocational
education and training
(VET) in Australia are
ensured by ASQA. It
guarantees that they
adhere to the criteria
needed to offer approved
programmes and
The enrolment form is
important for collecting the
information from students
enrolling in a program for
vocational education and
training.
Respect for cultural
diversity and specific
needs of learners
Adherence to the Code of
Conduct
Ensuring a Safe Learning
Environment
ASQA Standards
Compliance
Language, Literacy, and
Numeracy (LLN) Support
Feedback, and
Improvement
Holding the
current Cert IV
TAE.
Obtaining
approved training
relevant to the
industry area
Doing volunteer
work or part-time
employment in the
industry area
reading
subscriptions to
industrial journals
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.
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?
Their purpose is to
demonstrate how an RTO
will comply with National
Standards for RTOs or the
state VET regulator.
clear expectations, answering
frequently asked questions,
and providing guidance on
various aspects of their
educational journey.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.
Document
Purpose of document
How does this document apply to you as a
trainer and assessor working in the VET
sector?
E.
Policy for learner
feedback and appeals
Explains the procedure for gathering student feedback
and dealing with appeals.
Provides a methodical way to collect
insightful feedback from students, allowing
to enhance the teaching techniques. It also
lays out the procedures for handling any
complaints or disputes raised by students.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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
Indikah has enrolled in
BSB40120 - Certificate IV in
Business (Administration)
(Release 1
)
and is currently
employed as a medical
receptionist at Happy Day
Health Centre.
She has excellent
communication skills and is
proficient in the use of MS
Excel but would like to
upskill in other MS
applications. As a mother
of young children, she is
unable to attend face to
face classes and is looking
for flexible online options
and possible RPL
.
online learning
options that can
accommodate
her schedule due
to her
responsibilities
as a mother of
young children
and has RPL
potential.
Assist in determining
her current level of
proficiency in various
Microsoft
applications.
RPL Application-
reviewing her prior
experiences and skills
upskilling, determine if
someone qualifies for
RPL, and offer flexible
online options.
Recognising Prior
Learning (RPL),
options for
flexible learning,
Online learners
may have
accommodations
for assessments.
advanced
business
administration
skills while
tailoring training
to meet AQF Level
4 requirements.
Learner 3 – Lincoln Huang
Lincoln Huang, a
Interview-
Confirm existing
The organisation
Make sure that
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.
Part 4: Develop Professional Development Plan (PDP)
4.1
You have already completed this as an activity in Lesson 4 Activity: Develop a Professional
Development Plan (PDP).
To successfully complete this, you will need to:
review your PDP
identify an additional development area and complete row 6
once you have completed your PDP, submit onto the TAFE NSW approved platform for
assessment submissions.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Professional Development Plan (PDP)
Table 9: Professional Development Plan (PDP)
Details
Complete details
Name:
Niharika Chaudhary
Date:
22.10.23
Current role:
Long day care centre director
My area of expertise:
Mentoring early childhood staff
Unit I could train or assess:
BSBSTR401- Promote innovation in team environments
PD objectives for the next six (6) months:
Undertaking training Being innovative through Preferred Training Network.
OBJECTIVES- Identify ideas for ways of working better.
- Demonstrate behaviour that supports innovation within team
- Learn how to create an environment for staff to proactively share information, knowledge, and
experiences with other team members.
- Learn how to create an environment for staff to proactively share information, knowledge, and
experiences with other team members
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Table 10: Professional Development Plan
Development area
What is my goal?
What activities or
strategies can I
undertake to
achieve this?
How can I get
feedback?
What digital
resources might I
need?
How will I know
when I have
achieved my goal?
1.
Digital skill enhancement
To improve my
proficiency in
using digital tools
and technologies
relevant to my
role so I can
mentor my team
better.
Enrol in online
courses or
workshops on
digital tools for
early childhood
education.
Make time every
week to practise
using digital
platforms and
applications.
Look for webinars
or seminars about
new technologies
in early childhood
education.
Request feedback
on my use of
digital tools
during meetings
or presentations
from colleagues
or team
members.
Use surveys or
feedback forms to
get feedback
from employees
about their
experiences with
digital tools and
how they want I
can support
them.
Online courses or
tutorials on
relevant software
and applications
like YouTube etc.
Subscription to
early childhood
educational
technology
platforms.
Self-reflection-When
I am proficient in
using digital tools in
my role.
Receive positive
feedback from
colleagues and staff.
2.
Industry currency
Stay ahead on
early childhood
education
Subscribe to
legitimate early
childhood
Participate in
discussions with
peers and
Access to industry-
specific
publications,
When I am well-
informed about the
latest trends and best
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Development area
What is my goal?
What activities or
strategies can I
undertake to
achieve this?
How can I get
feedback?
What digital
resources might I
need?
How will I know
when I have
achieved my goal?
developments
studies, and
standards of
practise.
education journals,
blogs, or
newsletters.
Participate in
conferences,
workshops, or
seminars centred
on current industry
trends.
Participate in
professional
networks or
forums to discuss
industry updates.
mentors to learn
about emerging
practises in the
field.
Evaluate the
usefulness and
applicability of
new knowledge
gained from staff
or colleagues.
articles, and
research through
the internet.
Options for virtual
attendance at
conferences or
webinars.
practices in early
childhood education
and can effectively
apply this knowledge
in my role.
3.
VET teacher, trainer and
assessor currency
Make sure that I
am up to date on
the most recent
training and
assessment
methods and
standards in
vocational
Participate in VET
teaching and
assessment
professional
development
programs and
seminars.
Review and
Seek feedback
from peers or
mentors with VET
teaching and
assessment
expertise.
Take part in peer
reviews of
Using website
called VET
practitioner
resources.
Webinar (Spotlight
On Trainers and
Assessors from
ASQA) or online
When I am confident
in my ability to use
the most up-to-date
training and
evaluation methods
while meeting the
required
requirements in
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Development area
What is my goal?
What activities or
strategies can I
undertake to
achieve this?
How can I get
feedback?
What digital
resources might I
need?
How will I know
when I have
achieved my goal?
education and
training.
become
acquainted with
the most recent
modifications to
training packages
and assessment
procedures.
Discuss and share
expertise with
other VET trainers
and assessors.
assessment
materials and
methods of
teaching.
courses intended
exclusively for VET
teachers and
assessors.
vocational education
and training.
4.
Learner engagement
Improve my
capacity to
inspire and
engage students
in an early
childhood
education
environment.
Take part in
seminars or
workshops that
cover strategies for
fostering successful
learner
engagement in
early childhood
education.
Incorporate
interactive and
To get feedback
from students on
their learning
experience,
conduct surveys
or hold feedback
sessions.
Watch how
students engage
and participate in
the lessons.
Access to webinars
or online courses
on learner
engagement
strategies.
Tools like kahoot,
zoom session,
quizzes for
developing
interactive
educational
When I see more
learner engagement,
motivation, and good
comments about
their learning
experience.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Development area
What is my goal?
What activities or
strategies can I
undertake to
achieve this?
How can I get
feedback?
What digital
resources might I
need?
How will I know
when I have
achieved my goal?
practical learning
experiences into
my teaching
method.
Ask students for
input on how
engaged they are
with the material,
then modify my
approach.
resources.
5.
Understand and apply RTO
standards and AQF levels to
my teaching area(s)
Learn about the
Registered
Training
Organization
(RTO) standards
and Australian
Qualifications
Framework (AQF)
levels as they
apply to early
childhood
education.
Examine the
relevant
documentation
and guidelines on
RTO standards and
AQF levels
provided by
regulatory bodies.
Attend training
sessions or
workshops focused
on the
Consult with
colleagues or
mentors who
have knowledge
of RTO standards
and AQF levels for
early childhood
education to get
their feedback.
To ensure
compliance,
conduct self-
RTO compliance in
early childhood
education webinars
(on ASQA website
and you tube) or
virtual workshops
from Complaint
learning resources.
Online access to
official
documentation and
guidelines on RTO
When I am confident
in applying RTO
standards and AQF
levels to my teaching
practices.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Development area
What is my goal?
What activities or
strategies can I
undertake to
achieve this?
How can I get
feedback?
What digital
resources might I
need?
How will I know
when I have
achieved my goal?
implementation of
RTO standards in
early childhood
education.
Engage in
discussions with
experts or peers in
the field to clear up
any doubts or get
compliance advice.
assessments and
verify against
official
documentation.
standards and AQF
levels.
6.
Staff member:
Manager:
Date:
Date:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
External resources – Links and URLs
Long URLs and permalinks are provided for access to content when the assessment is not
used digitally, for example, not clickable.
Table 11: Long URLs
Resource Name
Long URL
S
olid RTO
Organisation
Chart (pdf)
https://share.tafensw.edu.au/share/items/691b5398-fb32-
4b91-b113-a96d2ee27ab3/0/?attachment.uuid=129cd82d-
f947-4640-8834-d1072fb8967a
S
olid RTO
Trainer and
Assessor Job Description
(pdf)
https://share.tafensw.edu.au/share/items/691b5398-fb32-
4b91-b113-a96d2ee27ab3/0/?attachment.uuid=01d1e216-
21bb-4060-9e32-ccb9b4dcb694
S
olid RTO
Trainer and
Assessor Currency Policy
(pdf)
https://share.tafensw.edu.au/share/items/691b5398-fb32-
4b91-b113-a96d2ee27ab3/0/?attachment.uuid=5a10df30-
11e0-451e-ad81-93e5a1e77f91
S
olid RTO
Digital
Technology Use and
Applications Policy (pdf)
https://share.tafensw.edu.au/share/items/691b5398-fb32-
4b91-b113-a96d2ee27ab3/0/?attachment.uuid=f068863f-
4373-4fb5-9925-831cec99f881
S
olid RTO
Learner
Feedback Policy (pdf)
https://share.tafensw.edu.au/share/items/691b5398-fb32-
4b91-b113-a96d2ee27ab3/0/?attachment.uuid=cbb580a1-
ebf3-474d-bdb7-c9b95dd73b8b
Submission checklist
Submit the following for marking:
☒
This completed Assessment document with all parts completed.
☒
Audio or video recording for Part 1: Professional development consultation.
☒
PDP template for Part 4: Develop Professional Development Plan (PDP).
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Assessor feedback
Table 12: Assessor feedback
Part
number
Did the student do the following?
S
US
Assessor comments
Record your comments in enough detail to
demonstrate your judgement of the student’s
performance against the criteria required.
1
1.1 Meet with stakeholder
Recoded a meeting with a stakeholder and demonstrated all
the skills required by the observation checklist.
☐
☐
2
2.1 Research VET frameworks and compliance
requirements:
Completed Table 5: Research VET sector and:
provided a detailed description
provided an example of a workplace document related
to the VET framework or compliance area
identified the responsibilities for trainers, and
assessors in the VET sector
identified how a trainer and assessor cam maintain
currency.
☐
☐
3
3.1. Research working in the VET sector:
Reviewed organisational documents and:
☐
☐
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Part
number
Did the student do the following?
S
US
Assessor comments
Record your comments in enough detail to
demonstrate your judgement of the student’s
performance against the criteria required.
identified the purpose of each document
identified how each document applies to trainers and
assessors in the VET sector.
3.2. Learner groups
Completed Table 7: Learner groups to:
identify the needs and expectations of each group
identify a tool used to identify individual learner
needs
identified how this information could be used to meet
learner needs.
3.3. AQF levels
Competed Table 8: AQF levels to identify how the different
levels of the AQF could be used to meet the need of learners.
4
4.1. Develop Professional Development Plan (PDP)
Completed Table 9: Professional Development Plan (PDP) to
evaluate own development needs then rand provided
examples of activities that can be undertaken to build and
maintain vocational competency and industry currency.
☐
☐
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Additional evidence for verification of assessment
Assessors may ask questions to clarify your understanding during the assessment event.
You may be asked questions:
to clarify your understanding (for example, ‘Why did you select that particular piece
of equipment?’)
to capture contingencies that may form part of the demonstration (for example,
dealing with faults or unexpected events)
to prevent a work, health and safety incident.
If questions are required during the assessment event, these questions and your responses
will be recorded in Table 13: Additional evidence.
Table 13: Additional evidence
Questions asked by assessor
Student responses
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Reasonable adjustment
☐
Reasonable adjustment was in place for this assessment event.
If so, please provide details of any reasonable adjustment strategies that were implemented:
[Insert reasonable adjustment strategies]
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Comments
[Insert comments]
Assessor name, signature and date
Student acknowledgement of assessment outcome
[Would you like to make any comments about this assessment?]
Student name, signature and date
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Appendix 1
Stakeholder consultation checklist
Action
Yes/No
Recording was between 10-15 minutes.
yes
Introduced self, including your learner number.
yes
Stated the date and name of the unit and assessment event.
yes
Introduced your stakeholder, their title and sought their permission to record.
yes
Used VET terminology appropriately.
yes
Presented information in an organised manner.
yes
Discussed your findings on the VET sector in relation to ASQA, Standards, RTOs,
learner groups and the implications for trainer assessors.
yes
Discussed how these findings will impact your ongoing professional
development. Explained some activities you have already identified.
yes
Asked for stakeholder’s opinion, ideas and feedback on what you proposed.
yes
Used concise and clear language throughout the verbal consultation.
yes
Stated next steps for professional development plan.
yes
Uploaded your recording to the TAFE NSW approved platform for assessment
submissions.
yes
Further comments
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Appendix 2
Professional Development Plan
Details
Complete details
Name:
Date:
Current role:
My area of expertise:
Unit I could train or assess:
PD objectives for the next
six (6) months:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Development area
What do I want
to achieve?
What activities or
strategies can I
undertake to
achieve this?
How can I get feedback?
What digital
resources might I
need?
Who will help me?
What would success
look like?
How will I know when
I have achieved
success?
1.
Digital skill
enhancement
7.
Industry currency
8.
VET teacher,
trainer and
assessor currency
9.
Learner
engagement
10. Understand and
apply RTO
standards and
AQF levels to my
teaching area(s)
11.
Staff member:
Manager:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Date:
Date
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help