Chaudhary Niharika TAEPDD401

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Swinburne University of Technology *

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TAE40116

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Information Systems

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Dec 6, 2023

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36

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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
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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.
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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
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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.
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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.
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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
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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.
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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
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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
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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
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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.
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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.
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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:
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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).
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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:
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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.
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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
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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
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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
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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:
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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:
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Date: Date
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