- TAEDEL401A - Plan, organise and deliver group-based learning
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAEDEL401A Mapping and Delivery Guide
Plan, organise and deliver group-based learning
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | TAEDEL401A - Plan, organise and deliver group-based learning |
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Description | This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit typically applies to a person working as an entry-level trainer, teacher or facilitator in or with a training and assessment organisation. The person will be working from a learning program developed by someone else, and structuring the learning around that program. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Interpret learning environment and delivery requirements |
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Element: Prepare session plans |
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Element: Prepare resources for delivery |
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Element: Deliver and facilitate training sessions |
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Element: Support and monitor learning |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: facilitate group-based learning by preparing and delivering a series of training sessions, including: at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed identify and respond to diversity and individual needs access and use documented resources and support personnel to guide inclusive practices. |
Context of and specific resources for assessment | Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: training products, such as training packages and accredited course documentation. |
Method of assessment | |
Guidance information for assessment | For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au). |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
presentation skills to ensure delivery is engaging and relevant, including: synthesising information and ideas preparing equipment, such as data projectors and computer presentation applications speaking with appropriate tone and pitch using language appropriate to audience encouraging and dealing appropriately with questions group facilitation skills to ensure that: every individual has an opportunity for participation and input group cohesion is maintained behaviour that puts others at risk is observed, interpreted and addressed discussion and group interaction are enhanced conflict resolution and negotiation skills to: identify critical points, issues, concerns and problems identify options for changing behaviours oral communication and language skills to: motivate learners to transfer skills and knowledge engage with the learner interpersonal skills to maintain appropriate relationships and ensure inclusivity observation skills to monitor individual and group progress |
Required knowledge |
introductory knowledge of learning theories sound knowledge of learning principles sound knowledge of learner styles industry area and subject matter of the delivery learner group profile, including characteristics and needs of individual learners in the group content and requirements of the learning program and/or delivery plan different delivery methods and techniques appropriate to face-to-face group delivery techniques for the recognition and resolution of inappropriate behaviours behaviours in learners that may indicate learner difficulties organisational record-management systems and reporting requirements evaluation and revision techniques specific resources, equipment and support services available for learners with special needs relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector OHS relating to the facilitation of group-based learning, including: assessment and risk control measures reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information role of key workplace persons policies and procedures relevant to the learning environment |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Learning program documentation may include: | competencies or other benchmarks to be achieved for each chunk or segment of the learning program: specific learning outcomes derived from the benchmarks overview of content to be covered learning resources, learning materials and activities delivery methods number and duration of training sessions or classes required, and overall timelines OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required. |
Session plans may include: | outline of objectives and content to be addressed plan of delivery methods and learning activities to be used within the session timelines and duration for each learning activity formative assessment points and opportunities learning materials required. |
Inappropriate behaviour may include: | violent or inappropriate language verbal or physical abuse or bullying insensitive verbal or physical behaviour towards other learners or the trainer/facilitator, including cultural, racial, disability or gender-based insensitivities dominant or overbearing behaviour disruptive behaviour non-compliance with safety instructions. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Access, read and interpret learning program documentation to determine delivery requirements | |||
Use available information and documentation to identify group and individual learner needs and learner characteristics | |||
Identify and assess constraints and risks to delivery | |||
Confirm personal role and responsibilities in planning and delivering training with relevant personnel | |||
Refine existing learning objectives according to program requirements and specific needs of individual learners | |||
Develop session plans and document these for each segment of the learning program | |||
Use knowledge of learning principles and theories to generate ideas for managing session delivery | |||
Contextualise existing learning materials to meet the needs of the specific learner group | |||
Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions | |||
Confirm overall delivery arrangements with relevant personnel | |||
Conduct each session according to session plan, modified where appropriate to meet learner needs | |||
Use the diversity of the group as another resource to support learning | |||
Employ a range of delivery methods as training aids to optimise learner experiences | |||
Demonstrate effective facilitation skills to ensure effective participation and group management | |||
Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met | |||
Make adjustments to the delivery sessions to reflect specific needs and circumstances | |||
Manage inappropriate behaviour to ensure learning can take place | |||
Maintain and store learner records according to organisational requirements |
Forms
Assessment Cover Sheet
TAEDEL401A - Plan, organise and deliver group-based learning
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
TAEDEL401A - Plan, organise and deliver group-based learning
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: