• TAEDEL401A - Plan, organise and deliver group-based learning

Assessor Resource

Plan, organise and deliver group-based learning

Assessment tool

Version 1.0
Issue Date: July 2020

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.

This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.

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, assingnment, 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.

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
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 


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:



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:



Student signature: