TAEPDD401 Powerpoint V1.0 (ID 204856) (1)

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OFFICIAL OFFICIAL TAEPDD401 Work effectively in the VET sector
OFFICIAL OFFICIAL These slides have been prepared by Eduworks Resources and is provided under the terms of the Eduworks Resources Licence Agreement. ©2023 Eduworks Resources, a division of RTO Advice Group. All photos sourced from Unsplash, Pexels, iStock, and Bigstock and used under a Creative Commons license. These slides may only be used within the RTO that has purchased the licence and must not be shared or transmitted for any other purpose. All rights are reserved. This slide may be removed for use, as long as those using this file are provided with the terms and conditions of use. Disclaimer: Every effort is made to ensure the information contained in these slides is current at the time of publishing. The changing nature of the industry, however, may mean future changes render the information incorrect or out of date. Regular content reviews will be conducted and new versions will be published from time to time. To the extent permitted by law, RTO Advice Group does not accept liability for the results of any actions taken on the basis of information contained in this work, nor for any errors or omissions. We acknowledge the Traditional Owners of the land where we work, study and live, and pay our respects to Elders past, present and future. We celebrate the stories, culture and traditions of Aboriginal and Torres Strait Islander Elders of all communities who also work and live on this land. 0
OFFICIAL OFFICIAL Welcome Housekeeping Emergency procedures Unit outline and structure Assessment requirements and submission dates 0
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OFFICIAL OFFICIAL Icebreaker Activity Choose an icebreaker activity to start this session.
OFFICIAL OFFICIAL Introduction to Vocational Education and Training (VET)
OFFICIAL OFFICIAL By the end of this session, you will understand: the vocational education and training (VET) sector how VET is industry aligned and competency based the Quality Frameworks in VET training packages and competencies. 1. Introduction to Vocational Education and Training (VET)
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OFFICIAL OFFICIAL 1 Australia’s goal is to have high quality skills training that will meet student needs, be valued by employers, and contribute skilled human capital to an economy in transition. Braithwaite 2016
OFFICIAL OFFICIAL The Vocational Education and Training Sector Vocational education and training (VET) aims to provide people with work-related skills and knowledge to: work for the first time train for a new job re-enter the workforce after an absence upgrade or update their skills and knowledge move into further study in VET or at university. 1
OFFICIAL OFFICIAL VET is Industry Aligned The focus is on: what industry needs the learner is able to meet what industry needs the learner understands and know how the trainer and assessor can best assist the learner in gaining the skills and knowledge required for their vocation. 1
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OFFICIAL OFFICIAL Meet Kevin Nunn, 2020 Australian VET Teacher/Trainer of the Year 1
OFFICIAL OFFICIAL VET is Competency-based In VET, assessment is criterion referenced and not norm referenced. Competency-based training and assessment relies on skills based and authentic work activities and tasks. Learners must demonstrate specific skills and knowledge when they are being assessed. 1
OFFICIAL OFFICIAL 1 Definition Competent: The consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. National Centre for Vocational Education Research (NCVER), Glossary of VET
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OFFICIAL OFFICIAL The way specific workplace tasks are performed by the learner. The skills needed to handle various tasks in order to complete a whole work procedure or activity. This includes the responsibilities and expectations of the work environment and the learner’s role while undertaking workplace activities. The ability to respond appropriately to problems or unexpected events when undertaking workplace activities. 1 4 2 3 Task skills Task management skills Contingency management skills Job role/environment skills Dimensions of Competency 1
OFFICIAL OFFICIAL Dimensions of Competency Let’s look at a unit of competency: CHCCCS002 Assist with movement. This unit is from the Community Services (CHC) training package.
OFFICIAL OFFICIAL Competent Competent: Refers to the entire unit being awarded once a learner has satisfactorily completed all unit tasks. Not yet competent: Indicates they may have completed some, but not all, of the unit tasks satisfactorily. Not competent: Indicates that all attempts have been utilised on a task and the final decision of not competent had been made toward the unit. Satisfactory Satisfactory: Is used at task level within a unit assessment. Once a learner has completed an assessment task satisfactory that assessment will contribute as part of the entire unit. Not yet satisfactory: Not yet satisfactory indicates that a learner may have not fully completed the task and has more attempts remaining. Not satisfactory: Not satisfactory indicates that all attempts have been utilised and the decision of not satisfactory has been made on that task. Use of the Words Competent and Satisfactory 1
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OFFICIAL OFFICIAL TAFEs TAFEs are funded by state and territory governments to deliver accredited training across a wide range of industries. Private training providers Private training providers are non- government organisations (commercial or not-for-profit) that are registered to deliver nationally recognised training Schools Many schools apply for RTO accreditation to enable them to compliment state based secondary certificates with VET qualifications. Registered Training Organisations 1
OFFICIAL OFFICIAL Roles within an RTO An RTO's business has roles specialising in: governance and leadership marketing and sales finance training and assessment RTO administration quality and compliance. 1
OFFICIAL OFFICIAL Australian Skills Quality Authority (ASQA) Victorian Registration and Qualifications Authority (VRQA) Training Accreditation Council (TAC) Regulators of VET in Australia 1
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OFFICIAL OFFICIAL ASQA: Who’s Who in the VET Sector 1
OFFICIAL OFFICIAL Scope of Registration RTOs cannot deliver any course they wish once registered. Providers must apply for approval to deliver and assess every qualification, skill set or a single unit of competency that they plan to deliver. They can only train and assess the training products as listed on their current scope of registration. To apply for approval to deliver any additional qualification, skill set or a single unit of competency, the term used in VET is called an “extension to scope”. 1
OFFICIAL OFFICIAL Scope of Registration Let’s look at this unit of competency from the previous activity: CHCCCS002 Assist with movement. Look for and click on the link that says, “Find RTOs approved to deliver this unit of competency”.
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OFFICIAL OFFICIAL The Standards for Registered Training Organisations (RTOs) 2015 Fit and Proper Person Requirements Financial Viability Risk Assessment Requirements Data Provision Requirements Australian Qualifications Framework (AQF) Quality Frameworks in VET 1 The VET Quality Framework includes:
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OFFICIAL OFFICIAL The Standards for RTOs 2015 There are eight standards that are regulated in VET that make up The Standards for RTOs 2015. Many of these will directly relate to your work as a new trainer and assessor, and as you work through the TAE course material, you will hear and read references to ‘the standards’. Users Guide to the Standards 1
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OFFICIAL OFFICIAL VET Legislation The federal legislation applicable to VET includes: National Vocational Education and Training Regulator Act 2011 Skilling Australia’s Workforce Act 2005 Fair Work Act 2009 Copyright Act 1968 Age Discrimination Act 2004 Disability Discrimination Act 1992 Education Services for Overseas Students Act 2000 Higher Education Support Act 2003 Australian Human Rights Commission Act 1986 Privacy Act 1988 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Workplace Relations Act 1996 Model Work Health and Safety (WHS) Act Australian Consumer Law. 1
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OFFICIAL OFFICIAL Australian Qualifications Framework Schools Sector VET Sector Higher Education Sector Certificate II Vocational Graduate Diploma Doctoral Degree Certificate I Vocational Graduate Certificate Masters Degree Senior Secondary Certificate of Education Advanced Diploma Graduate Diploma Diploma Graduate Certificate Certificate IV Undergraduate Certificate Certificate III Bachelor Degree Certificate II Associate Degree Certificate I Advanced Diploma Diploma 1 More information on the AQF can be found in the AQF Implementation Handbook and on the AQF website. Visit the Australian Qualifications Framework website.
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OFFICIAL OFFICIAL VET Peak Bodies A peak body is usually a non-government agency or company which includes a group of smaller organisations with similar or affiliated interests, such as the training providers. Peak bodies play a leadership and a consulting role, undertaking research and providing advocacy to its member organisations. Most peak bodies also offer professional development services to the staff of these member organisations. https://www.voced.edu.au/vet-knowledge-bank-getting-know- vet-overviews-provider-peak-bodies 1
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OFFICIAL OFFICIAL Training Packages Training Packages consist of: qualifications assessment guidelines endorsed components of competency standards optional non-endorsed components of support materials such as learning strategies, assessment resources and professional development materials. 1
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OFFICIAL OFFICIAL 1 2 3 Training Packages are Made up of Three Elements Units of competency Qualifications framework Assessment guidelines Some training packages also have companion volumes that assist and guide in implementation.
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OFFICIAL OFFICIAL The national register of VET The national register of VET, called Training.gov.au (or its nickname TGA) is a website that you will need to use continuously throughout this course, be sure to bookmark it as one of your favourites. Website 1
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OFFICIAL OFFICIAL Sets the benchmarks for assessment and the specifications or outcomes for learning Within a qualification some units will be identified as ‘core’ units, which means that learners completing this qualification must demonstrate competency in these units. The remaining number of units will be made up from a range of ‘elective’ units. Describes a particular work activity within an overall job role and is defined further through the components. Elective units should be chosen based on units that relate to the specific context for the learners. A Unit of Competency 1
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OFFICIAL OFFICIAL 1. The unit of competency details which includes the Elements, Performance criteria and Foundation skills. 2. Assessment requirements which include the Performance Evidence, the Knowledge evidence and the Assessment Conditions. Units of Competency are Structured in Two Components 1
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OFFICIAL OFFICIAL Qualifications Once the units of competency are developed, they are grouped together to form qualifications. Qualifications represent the skills needed by a person to fulfil specific industry roles. 1
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OFFICIAL OFFICIAL Qualification description Describes the purpose of the qualification. Packaging rules Lists the core and elective competency requirements. Prerequisites If the qualification has any prerequisites these will be included here Unit listing Outlines all the core units and some of the elective options (dependant on packaging rules) Qualification mapping Identifies equivalent qualifications in older versions of the training package Links References any relevant links which will often include links to companion volumes of the training package The Contents of a Qualification 1
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OFFICIAL OFFICIAL Same qualification, different unit electives Read the case study in Section 1.4. Look up the qualification BSB30120 on training.gov.au. Look at the packaging rules to see how these have been used to form two different pathways. Case Study 1
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OFFICIAL OFFICIAL Implementation Includes an overview of the training packages, and information related to the units of competency, skills sets and qualifications. Knowledge strategies Contains the knowledge requirements of the units of competency. It includes a glossary of terms as well as sources of potential resources that can be used. Assessment strategies Provides guidance on implementation of the Assessment Requirements as well as general advice about assessment. Foundation skills Provides guidance about the various foundation skills embedded in the unit of competency and the ways to develop them in students in the context of the sector in which they will work. Work placement Provides guidance on how to set up and follow work placements protocols. It includes the roles and responsibilities of RTOs and industry partners. Companion Volume Guides 1
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OFFICIAL OFFICIAL Activity AQF levels interpreted in training delivery.
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OFFICIAL OFFICIAL Key Learnings Homework Thank You & Close Session Recap
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OFFICIAL OFFICIAL Working within the VET Frameworks
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OFFICIAL OFFICIAL By the end of this session, you will understand: the roles and responsibilities of personnel working in VET your responsibilities working with diverse groups of learners. Australian Foundation skill frameworks your recording and reporting responsibilities. 2. Working within the VET Frameworks
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OFFICIAL OFFICIAL Diversity of Learners in VET The principles of equity and inclusivity are extremely important in the VET sector. Providers have a moral and legal obligation to provide an inclusive environment to all learners. The benefits to learners is having access to diverse experiences and points of view. 2
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OFFICIAL OFFICIAL Equal Opportunity Include all learners in a way that is equitable, regardless of: physical condition or disability involving hearing, vision, voice or mobility intellectual disability hidden disability, such as arthritis, epilepsy, diabetes or asthma learning difficulties, such as dyslexia or dyspraxia psychiatric or psychological disability language barriers age race or ethnic origin gender identity, sexuality or sexual preference core skill needs cultural or socioeconomic background. 2
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OFFICIAL OFFICIAL Providing Support Physical environment is suitable for all learners. Provide support in identified core skill needs. Adjust learning programs to meet cultural needs. Engage with diversity in a positive way. Act as a positive role model for inclusivity. 2
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OFFICIAL OFFICIAL Equal Opportunity Read the case study in Chapter 2.1. Discuss: What scenarios have you supported a learner or witnessed others doing this in your workplace? Case Study 2
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OFFICIAL OFFICIAL Inclusivity Reflect on the examples of inclusivity that you’ve seen in training or in the workplace. Learning Activity 2
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OFFICIAL OFFICIAL VET in schools These are learners who have been offered a VET qualification as part of their secondary school subjects in higher year levels Self-funded participants Learners that decide to self- enrol and self-fund in a course of interest or to learn a new set of skills to get a new job or advance in their current career, i.e., up-skill. Funded participants These learners have been deemed eligible for either full or part payment of their course under an eligible federal or state initiative program. Australian apprenticeships These learners are engaged in a VET program as part of an employment contact that combines on-the-job training with structured coursework and assessments. Employer/ workplace These learners are taking part in coursework to fill an identified need within the workplace or the employees' skill sets. Training may not be comprised of a full qualification; only one unit or skill set may fill their identified needs. Job seekers/ job changers These learners are looking at choosing VET as a pathway to acquire new skills and knowledge to either get a job or change their vocation. Various Learner Cohorts in VET 2
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OFFICIAL OFFICIAL ACSF The Australian Core Skills Framework (ACSF) assists in describing an individual’s performance in the five core skills of: learning reading writing oral communication (speaking and listening) numeracy. 2
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OFFICIAL OFFICIAL Core Skills (LLN)Testing Learning Reading Writing Oral communication Numeracy 2
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OFFICIAL OFFICIAL Record Keeping in VET Record keeping is an essential requirement for all businesses and businesspeople, but there are particular reasons why it is crucial for you as a trainer and assessor working under an RTO to keep and store records in the right way. 2
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OFFICIAL OFFICIAL Training Records You will need to keep records of: session and learning plans training materials and resources methods of instruction student assessment tasks important information on your learners your grading of tasks ideas on how you can improve your training any other relevant materials. 2
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OFFICIAL OFFICIAL Good Practice for Record Keeping Ensure all paperwork is filled out accurately, legibly, and in full (don't leave blank boxes where an answer is supposed to be provided) Ensure student work and forms have the student's name clearly written on them. Make sure date and signature fields are filled in. Write detailed notes and comments to demonstrate how you reached your assessment decisions. Submit your paperwork in a timely fashion. 2
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OFFICIAL OFFICIAL Employer satisfaction Used to obtain feedback from employers that have engaged an RTO to training and assess their employees. Learner engagement Used to obtain feedback from learners that have self-enrolled as an individual into a course. Quality Indicator Reporting 2
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OFFICIAL OFFICIAL Issuing of qualifications and/or statements of attainment Total VET Activity Reporting Changes to RTO operations AVETMISS Mandatory RTO Reporting 2
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OFFICIAL OFFICIAL Data analysis Cybersecurity awareness E-learning pedagogy Adaptability Technology proficiency Digital content creation Digital marketing Digital Technology and Skill Requirements of Trainers and Assessors 2
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OFFICIAL OFFICIAL Digital Skill Requirements As a trainer and assessor in VET, digital skill requirements are embedded throughout the job role. Look up current jobs being advertised for Vocational Trainers and Assessors
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OFFICIAL OFFICIAL RTO Auditing What is covered in an audit? Training and assessment strategies and materials Resources relating to each qualification on scope of registration Student and staff records All areas of the AQTF/VQF and related legislation. 2
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OFFICIAL OFFICIAL 1 2 3 Your RTO will need to Demonstrate delivering training to industry standards meeting the learning needs of clients continuously improving outcomes.
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OFFICIAL OFFICIAL When can an RTO Expect an Audit? As a general rule, under ASQA an RTO can expect to be audited: before initial registration as an RTO (valid for two years) prior to expiry of registration (that is, renewal of registration) in response to complaints or risk factors to assess an application for change or extension of scope of registration. RTOs may also have audits from other bodies to review their compliance with funding contracts and performance requirements. 2
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OFFICIAL OFFICIAL Working Safely You need to be aware of your Work Health and Safety (WHS) responsibilities. Whether you are designing a learning program, undertaking training delivery or conducting assessment, you must understand your Work Health and Safety (WHS) responsibilities. 2
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OFFICIAL OFFICIAL As a trainer/assessor, your key role in WHS is to ensure the health and safety of learners. Your responsibility towards others is referred to as ‘duty of care’. This duty involves anticipating and doing everything reasonably possible to mitigate or reduce, as far as possible, the risk of injury or illness. You are not the only person responsible for these issues, but the onus is on you to ensure the learners are training and being assessed in a safe place while under your supervision. Duty of Care in WHS 2
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OFFICIAL OFFICIAL WHS Legislation and Policies As a trainer/assessor, you need to be aware of the policies of: the registered training organisation (RTO) any other locations or workplaces where you will be training or assessing learners. You also need to ensure that learners are aware of the policies and procedures of their own workplace and are aware of the importance of WHS requirements. 2
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OFFICIAL OFFICIAL Identifying a hazard A hazard is something that has the potential to harm the health, safety and welfare of people at work. Assessing the risk Once you have identified any hazards, you need to assess the risk of the hazard causing illness or injury. Managing the risk Once you have determined the level of risk, you need to decide how you will manage that risk. Reporting requirements Each workplace should have reporting requirements and procedures in their policy and procedures. WHS briefing As part of any training and assessment there should be a briefing on WHS issues. Hazards and Risks 2
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OFFICIAL OFFICIAL Case Study Read the case study WHS Briefing in Chapter 2.5. Discuss: What WHS scenarios have you been involved in, in your workplace?
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OFFICIAL OFFICIAL • codes of conduct • behaviours and professional representation • privacy and confidentiality • training delivery methods and models • assessment procedures • resources being utilised • duty of care responsibilities • child safe standards • mandatory reporting • low or non-attendance abusive or disrespectful behaviour • non-submission of assessment • copying and plagiarism 1 4 2 3 Employee obligations Continuous improvement feedback Learner misconduct Working with younger learners Your RTO Trainer Induction 2
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OFFICIAL OFFICIAL Key Learnings Homework Thank You & Close Session Recap
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OFFICIAL OFFICIAL Trainer and Assessor Compliance in VET
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OFFICIAL OFFICIAL By the end of this session, you will understand: credentials required by VET trainers and assessors what your own vocational competency means how to demonstrate and maintain industry currency professional development in VET. 3. Trainer and Assessor Compliance in VET
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OFFICIAL OFFICIAL RTOs can only employ/engage the services of a trainer and/or assessor in line with specific requirements as outlined in the standards for RTOs 2015., specifically Clauses 1.13 to 1.16 – Employ skilled trainers and assessors Link to the Standards for RTOs 2015 3
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OFFICIAL OFFICIAL 3 Clause 1.13 states that trainers/assessors must hold: vocational competencies at least to the level being delivered and assessed current industry skills directly relevant to the training and assessment being provided current knowledge and skills in vocational training and learning that informs their training and assessment.
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OFFICIAL OFFICIAL 1 2 3 This Translates to Three Main Areas Your qualifications Your industry experience Your experience in training and assessing
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OFFICIAL OFFICIAL Your current industry role Current means no longer than 6 months ago. Your trainer skills matrix Shows units you hold and explains how your skills and experience related to job roles listed in your CV match with the units in the qualification you are delivering. Your current training role Qualification matches the qualification you are delivering and the results record shows units listed in the training and assessment strategy Your professional development Explains how you keep currency in VET, your training and assessing skills and the industry you train and deliver in. Your CV Needs to Show 3
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OFFICIAL OFFICIAL CV/Resume Your CV/resume will need to meet VET requirements and be audit ready. Qualifications Holding the right qualifications is important in your role as trainer or assessor. Position description Trainers and assessors all need a current position description. Skills matrix The trainer skills matrix is intended to demonstrate that the trainer/assessor has relevant industry experience in the units they are delivering. PD Plan and PD Log All trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment. 3
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OFFICIAL OFFICIAL My CV has current/recent industry experience My CV has current/recent training and assessment experience I have listed all qualifications correctly – Course Code and Course Title I have listed my current employment information I have recently signed and dated my CV Your CV/Resume Checklist 3
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OFFICIAL OFFICIAL The Position Description You need to make sure the position description is filled in, signed and dated. When completing your trainer/assessor file, make sure... All of your details (personal and professional, i.e. job role) are listed accurately. You have signed and dated the position description. You are satisfied it describes the agreement with the RTO. 3
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OFFICIAL OFFICIAL Trainer/Assessor Qualifications Holding the right qualifications is important in your role as a trainer or assessor. The qualification requirements are outlined in specific clauses 1.14 and 1.15 in the Standards for RTOs 2015. The clauses define what qualifications a trainer or assessor is required to hold. 3
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OFFICIAL OFFICIAL A fully qualified trainer and assessor is accountable for the delivery and collection of assessment evidence undertaken by the trainer and assessor under their supervision. Working Under Supervision 3
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OFFICIAL OFFICIAL Case Study Jerome – SES First Aider
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OFFICIAL OFFICIAL Trainers/Assessors must hold relevant industry qualifications at least to the level being delivered. For example, to deliver a CHC33021 Certificate III in Individual Support, a trainer/assessor could hold any of the following qualifications: • CHC33021 Certificate III in Individual Support • CHC43015 Certificate IV in Ageing Support • CHC52021 Diploma of Community Services If the trainer only holds a CHC22015 Certificate II in Community Services, this qualification does not meet the required Australian Qualifications Framework (AQF) Level to teach this qualification. Industry Qualifications 3
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OFFICIAL OFFICIAL Employment contract(s) Position description(s) Payslip(s) Reference letter outlining the role you undertake/under took and what was involved. Your RTO will need to verify AND either certify or sight ALL relevant qualifications (industry and Training and Assessment). It is preferable for trainers/assessors to obtain verification of vocational experience such as: Certified Copies 3
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OFFICIAL OFFICIAL Recent work evidence Having recently worked as a trainer/assessor, evidence such as a position description, contract or payslip TAE Qualification Qualifications on Training and Assessing recently completed Recent PD Professional Development related to training and assessment Currency in Training/Assessing Skills 3
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OFFICIAL OFFICIAL Industry Currency Trainers and assessors must maintain the currency of their skills and knowledge in both: their industry area that they belong to and the training delivery. This can be demonstrated by way of a trainer skills matrix. 3
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OFFICIAL OFFICIAL The Elements of a Trainer Skills Matrix Include Mapping whether or not the trainer holds the unit of competency Mapping any relevant units/qualifications completed Mapping relevant industry experience 3
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OFFICIAL OFFICIAL It must be clear in which role the experience was completed. It must be clear what tasks were undertaken and how those relate directly to the elements of the unit. Specific examples must be provided. Where possible, experience should be current (within 6-12 months). 3
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OFFICIAL OFFICIAL Employment Specific units held Qualifications held Mapping Qualifications Listing relevant skills and experience Indicate that you hold the relevant qualification/s Indicate that you hold the relevant unit/s 3
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OFFICIAL OFFICIAL Activity: Trainer Skills Matrix Choose a current unit of competency on training.gov.au that you might be training and assessing in the near future.
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OFFICIAL OFFICIAL 1 2 3 Professional Development in VET Training and Assessment Practices VET Industry Knowledge Industry Currency
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OFFICIAL OFFICIAL Webinars which discuss developments in the industry Networking sessions Continued work outside the RTO in the industry Examples of Industry Currency PD 3
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OFFICIAL OFFICIAL PD Evidence Examples of types of PD evidence may include: Certificate of Attendance Statement of Attainment qualification invoice booking confirmation dated and signed photocopy (e.g. of a journal article, email etc.) minutes of meetings. 3
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OFFICIAL OFFICIAL Log: Completed PD Provide two examples for each area in the PD Log... 2 x VET Industry Knowledge 2 x Training and Assessment Practices 2 x Industry Currency (relating to the courses you are/will deliver with the RTO). Planned: Future PD Provide two examples for each area in the Planned PD... 2 x VET Industry Knowledge 2 x Training and Assessment Practices 2 x Industry Currency (relating to the courses you are/will deliver with the RTO). Recording your Professional Development 3
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OFFICIAL OFFICIAL Assessment Tasks Assessment Task 1: Knowledge Questions Assessment Task 2: Working Effectively with Vocational Learners Assessment Task 3: VET Trainer Compliance Requirements Assessment Task 4: Meeting Trainer Compliance in VET (Parts A – D)
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OFFICIAL OFFICIAL Key Learnings Homework Thank You & Close Session Recap
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