Delivery Cluster Version 1.8 Produced 5 November 2018 Copyright

TAE40116 Certificate IV
in Training and
Assessment
Delivery Cluster
Version 1.8 Produced 5 November 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval system
Assessment Workbook 2

other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission
of
Compliant Learning Resources
Assessment Workbook 2Version No. 1.8 Produced 05 November 2018
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Versio
n
7 February
2017
Version 1 final produced following
assessment validation. V1.1
10 July 2017
Version 1.2
1. Added further instructions in
Projects 1, 2, 3, and 4
2. Added observation checklists
for video recording
requirements
v1.2
10 August
2017
Version 1.3
1. Added simulated scenarios in
Projects 1, 2, 3, and 4
v1.3
15 August
2017
Version 1.4
 Minor changes made to Project
instructions
v1.4
9 September
2017
Version 1.5 produced following outcomes
of internal validation v1.5
16
September
2017
Version 1.6
2. Minor changes made to
Knowledge Assessments #32,
36, 39
v1.6
21
September
2018
fixed broken link in Project 2 Simulated
Pathway, Observation Form v1.7
5 November
2018
Rephrased a Simulated
Pathway direction to be more
consistent with other
directions
V1.8
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TABLE OF CONTENTS
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INTRODUCTION......................................................................................... 5
WHAT IS COMPETENCY BASED ASSESSMENT.................................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.....6
THE DIMENSIONS OF COMPETENCY.............................................................7
REASONABLE ADJUSTMENT........................................................................8
THE UNIT OF COMPETENCY......................................................................10
ASSESSMENT REQUIREMENTS..................................................................11
ASSESSMENT METHODS..........................................................................12
RESOURCES REQUIRED FOR ASSESSMENT...................................................12
INSTRUCTIONS TO ASSESSOR..........................ERROR! BOOKMARK NOT DEFINED.
INSTRUCTIONS TO STUDENT.....................................................................13
ASSESSMENT WORKBOOK COVER SHEET...................................................14
KNOWLEDGE ASSESSMENTS.....................................................................15
PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1.......38
Simulated Pathway......................................................................................40
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................50
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 1 – Evidence Submission Checklist.................................................60
PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2.......62
Simulated Pathway......................................................................................65
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................81
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 2 – Evidence Submission Checklist.................................................94
PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 1......................................................................................... 96
Simulated Pathway......................................................................................98
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
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Workplace Pathway...................................................................................113
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 3 – Evidence Submission Checklist...............................................123
PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 2....................................................................................... 125
Simulated Pathway....................................................................................128
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway...................................................................................144
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 4 – Evidence Submission Checklist...............................................155
WORKBOOK CHECKLIST........................................................................157
DELIVERY CLUSTER – ASSESSMENT WORKBOOK RESULTS FORM..........ERROR!
BOOKMARK NOT DEFINED.
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INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a
range of assessment kits, such as this, to facilitate a painless process for both
the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective
assessment (which is based clearly on defined processes and specific
standards). Nearly all assessment involves a mixture of both types of
assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end as
far as possible and to reduce the degree of opinions and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
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these exist. Where such competencies do not exist, the outcomes
are based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
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o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in
the workplace.
This assessment addresses the following unit of competency from TAE40116
Certificate IV in Training and Assessment:
TAEDEL401 Plan, organise and deliver group-based learning
1. Interpret learning environment and delivery requirements
2. Prepare session plans
3. Prepare resources for delivery
4. Deliver and facilitate training sessions
5. Support and monitor learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
1. Establish effective work environment for learning
2. Develop a work-based learning pathway
3. Establish the learning-facilitation relationship
4. Implement the work-based learning pathway
5. Maintain and develop the learning-facilitation relationship
6. Close and evaluate the learning-facilitation relationship
BSBCMM401 Make a presentation
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
This subject also partially addresses the requirements of -
TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill
requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment
strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix to follow:
Units of Competency
Assessment Activities
BSBCMM40
1
TAEDEL401
TAEDEL402
TAELLN411
Knowledge Assessments   
Project 1 – Group based learning 1 
Project 2 – Group based learning 2   
Project 3 – Individual work based learning 1 
Project 4 – Individual work based learning 2 
5.
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ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the
units of competency included in this subject
2. Projects
- A task or activity completed according to set instructions and
guidelines to meet the requirements of the relevant units
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Information about work activities, as necessary
The student to provide:
 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
 Workplace-specific tools, equipment, materials and industry software
packages (where applicable)
 Access to:
o office equipment and resources
o support personnel
o learning resources, training and assessment strategies and
assessment tools
o At least eight students to deliver the group based training to
o They will be required to participate in three (3) different
training sessions
o At least two (2) different learners who will participate in an
individual work based training
 Video recording equipment (e.g. mobile phone, video recorder)
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions
requiring creative thought processes are covered in the case studies
assessment. You must answer all questions using your own words.
However, you may reference your learner guide to complete this assessment.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 2
TITLE: Delivery Cluster
FIRST AND SURNAME: Laleh Nemati
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment, and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided, and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name :Laleh Nemati Signature: Date:
12/01/2019
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KNOWLEDGE ASSESSMENTS
1. Briefly describe the following adult learning theories.
Guidance: Each response must no more than 100 words.
a) Andragogy
vs.
Pedagogy
Andragogy: for adults who got their own knowledge and
experience. Education in this model is viewed as an
opportunity for the learner to advance in their career or
move to a new role.
Pedagogy: learners have no prior skills or knowledge.
There is a need for an authoritative figure, trainers or
adults, to give them knowledge. It is also associated with
traditional classroom teaching methods where students
are given rankings that are measured against their
classmates.
b) Behaviouri
st Learning
Theory
The critical component to making the behaviourist
learning theory effective is having a measuring or
reporting process in place that is both reliable and
accurate. It includes creating measurable learning
outcomes, using tangible rewards and informative
feedback and guiding student sin mastering a set of
predictable skills or behaviours
c) Cognitive
Learning
Theory
This learning focus on an individual’s observable and
measurable behaviours that are repeated until they
become automatic. This is best suited for live training
events. In real life, factor in learner characteristics that
promote or interfere with the cognitive process of
information, analyse which tasks are appropriate for
effectively processing information and apply a variety of
learning strategies. It belived that mental capacity can,
and indeed should, be considered. It is argued that
learning occurs if there is an observable change in the
learner’s behaviour. The learner’s ability to retain,
analyse, process and make use of new information is
assessed.
d) Informatio
n
learning involves forming associations between stimuli
and responses. In summary, information processing
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Processing
Theory
theory is based on research which shows that the human
brain can store and retain information longer if
information is presented in small ‘chunks’ of content,
and chunks are sequenced in a logical order that creates
a pattern of progression from one to the next.
2. List three (3) principles of adult learning.
i. Alertness
ii. Personal Involvement
iii
.
Success
3. List the three (3) sensory learning styles.
i. Visual
ii. Auditory
iii
.
Kinaesthetic
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4. Honey and Mumford Learning Styles: Identify which learning style
corresponds to the learning experience below.
Learning Styles
o Activists
o Reflectors
o Theorists
o Pragmatists
Write the letter of your responses in the spaces provided.
Learning Experience
Theorist i. These learners need to practice the concepts learned.
They may get impatient with long ‘theory’ sessions.
Reflector
ii. These learners need time to reflect on the material being
learned. They may appreciate receiving the learning
material before the training begins to give them time to
review it and think about it.
Pragmatist
iii. These learners need logic; information provided must
make sense—it must be logical and consistent. They enjoy
analysing and synthesising information to understand
how the ‘action’ works.
Activists
iv. These learners need social interaction and thrive in social
learning environments. They enjoy activities in which
they can process the learning externally (socially) and
‘bounce ideas off of others.’
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5. Identify one (1) strategy to best encourage learning for each of the
following learning styles.
a) Activists It can be considered as Group discussion to encourage
interaction with other learners
b) Reflectors Give more time for leaner to prepare for activities. Provide
them background of information prior training
c) Theorists Give leaners chance to ask questions and consolidate their
understanding of a concept before jumping into related
activities
d) Pragmatist
s
It can be observation activities to let them see how it
works.
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1. List two (2) resources that can be used to identify the different
learning styles of individuals.
Guidance: You may provide link/s to the assessment tool.
i
.
Learning Styles:
https://www.open.edu/openlearn/ocw/pluginfile.php/629607/mod_resource/content/1/
t175_4_3.pdf
i
i
.
Adult Learning Theory
https://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Adult
%20Learning%20Theory%20and%20Online%20Learning.pdf

6. List three (3) examples of delivery methods that can be used in a
face-to-face group delivery.
i. Classroom-based lecture
ii. Webinar
iii. Class activities
7. From the options below, select the two (2) techniques that a trainer
can use to recognise inappropriate behaviours among learners.
X o Conduct a self-assessment
o Implement disciplinary measures
X o Observe the behaviour of the learner
o Obtain feedback from other learners
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8. List three (3) ways to address inappropriate behaviours among
learners.
i. Prepare handouts that summarise the topic and assist the
participants with their recall of the information you delivered.
ii. Consolidate and review what you have covered at the end of each
session and at the beginning of the next session.
iii. Summarise key points of discussion at strategic times throughout
delivery to ensure that participants retain and understand this
information.
9. Briefly explain the purpose of record management systems for
training records in your organisation.
Guidance: Your response must be no more than 100 words.
Mapping: TAEDEL401 KE9 (p)
Firstly, It keeps record for RTO and clients as. A part of ASQA’s
requirement for all of documents. All of student’s works was judged as
competent, and be required for audit’s purpose.
Secondly, It keeps RTO comply with the retention requirement stated in
RTO contract
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10. Briefly explain the purpose of the reporting requirements for
training in your organisation.
Guidance: Each response must be no more than 100 words and must
discuss reporting requirements in the context of training.
RTO requires to record and report data to department including link to USI
systema according to AVETMISS recording guideline. Also, RTO responsible
for keeping their student’s USI safe and secure.
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11. List three (3) characteristics of learners that must be considered
when creating a learner group profile.
i. LLN requirements
ii. Preferred learning styles
iii. Employment status
12. List two (2) possible needs of learners that must be considered when
creating a learner group profile.
i. A competency or group of competencies
ii. English language, literacy, and numeracy
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13. From the options below, select the three (3) techniques that are
appropriate for an effective face-to-face delivery training.
X
 Make sure that you break learning content into
achievable ‘chunks’ within each training session.
Provide opportunities for revision and reflection at
appropriate points throughout your delivery.
 Only have breaks as per identified break times in
the session plan, and do not deviate from the
session plan at all.
X
 Consolidate and review what you have covered at
the end of each session and at the beginning of the
next session.
 Discuss a learner’s learning difficulties in front of
the entire group.
X
 Prepare handouts that summarise the topic and
assist the participants with their recall of the
information you delivered.
14. Which of the following behaviours may indicate learner difficulties?
Select three (3) responses.
a) Clarifying concepts
X b) Consistently failing at assessment activities
c) Looking too attentive
X d) Resisting or challenging the trainer’s direction
X e) Showing a blank stare on face
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15. Which of the following are effective methods to address learner
difficulties? Select two (2) responses.
X a) Present materials in small units to allow those with learning
difficulties to process and follow small chunks of information.
b) Give the learner difficult and challenging assessments.
X c) Provide the learner with supplementary learning materials.
d) Put the learner on the spot to discuss the topic of difficulty.
16. Which of the following describe effective evaluation and revision
techniques to improve session plans? Select two (2) responses.
X a) Having other trainers review the session plans and provide
recommendations for improvement
b) Having the participants review and revise the plans
c) Revising the plan daily to ensure content relevance and currency
X d) Using feedback forms to gather and collect participant feedback
to help improve the plans
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17. List two (2) equipment that a learner who has a hearing impairment
can use to assist while in the learning program.
i. Hearing Aid
ii. Magnification aids
18. List two (2) examples of resources for students with special needs in
a learning program.
i. Modified assessment material (large print, simplified, and so on)
ii. Computers, tablets, and other electronic devices with specialised
applications
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19. List two (2) examples of support services for students who are
language learners.
i. Australian Sign Language (Auslan) interpreters
ii. Language translators
20. Which of the following risk assessment measures should you do as
part of your inspection prior to the facilitation of group-based learning
sessions?
Select the two best answers.
X a) ensure that all electrical cords are not trip hazards
b) set off the emergency evacuation alarm to ensure it is
working
X c) read and understand the emergency evacuation plan
d) store empty boxes of resources in the emergency exit
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21. James is a surf lifesaving trainer/assessor. He is conducting a risk
assessment for his Bronze Medallion training group.
Match the following hazards/risks to the most appropriate risk
control measures relating to his training. Write the corresponding
letters in the space provided.
o Students: medical conditions, special needs, high-risk
behaviours
o Physical exertion: strains, sprains, fatigue and exhaustion
o Infection control: Hygiene
o Environmental: Sun safety, weather conditions, site hazards
Physical exertion:
strains, sprains,
fatigue and
exhaustion
a) Continuously monitor students for signs of
hypothermia
Students: medical
conditions, high-
risk behaviour
b) Use an enrolment form to identify whether
students have any special needs or allergies
Infection Control:
Hygiene c) Ensure that students use gloves when
practising first aid
Environmental: Sun
Safety, weather
conditions, site
hazards
d) Monitor the wind, water and weather
conditions during training, and cease the
activity if the water becomes dangerous
22. List two (2) policies and procedures relevant to the learning
environment.
i. Work Health and Safety policies
ii. Training and Assessment policies and procedures
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23. The following statements refer to systems, processes and practices
of work-based learning within the organisation. Write T if the
statement is true and F if the statement is false.
Fals
e
i. An organisation will generally undertake a work-based
learning program based on a strategic objective.
True ii. Developing and implementing a work-based learning pathway
will be much more complex if it aligns with the organisation’s
strategic direction and key performance indicators.
Fals
e
iii. Workplace routines must be analysed to ensure that the work-
based learning program will be integrated with the work
duties, practices and processes of the workplace.
True iv. Work-based learning incorporates an integrated approach to
employee development, in which learning is linked to the
work role of the individual.
True v. Workplace learning is a cost-effective process, as learning can
take place without having to incur the costs of leaving the
workplace and investing in off-site training.
24. Select the industry of your practice (or write it in the space
provided), and list two (2) examples of hazards that are often found in
your workplace and industry of practice.
Select your industry of practice from the list below and write the
corresponding letter in the space provided. If you select ‘others’, indicate
your industry of practice in the space provided:
a) Child Care
b) Individual Support (Community Services)
X c) Training and Education
d) Financial Services
e) Others (Please specify):
List two (2) examples of hazards that are often found in your workplace
and industry of practice:
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a) Slippery Floor when raining. We normally put the sign to let everyone
knows
b) First aid bad only have 1 at workplace which should be more as basing
on number of employees.
25. Which of the following are standard reporting requirements for
hazards and incidents? Select the two best answers.
i. Reporting must be conducted by a qualified person, or at least in
consultation with a qualified person, such as a technical expert
or a safety specialist.
X
ii. Anyone in the workplace must report any damage, accidents or
incidents that occur and in a learning environment, this
includes learners, management, ancillary staff, trainers and
assessors and workers at all levels.
iii. Anyone in the learning environment must be trained on how to
correctly fill out the report form or must be assisted in filling it
out if training has not yet been completed.
X
iv. A hazard or incident report form must be filled out as soon as
possible after noticing the hazard or the accident or incident
occurring.
26. List three (3) safe work procedures that trainers in face-to-face
training should follow.
i. Workplace Emergency Procedures
ii. Duty Care
iii. WHS Responsibilities
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27. Select the industry relevant to your Vocational Education Training
practice (or write it in the space provided). List two (2) examples of
WHS responsibilities related to the safe use and maintenance of
relevant equipment used in the learning environment.
Select your industry of practice from the list below and write the
corresponding letter in the space provided. If you select ‘others’,
indicate your industry of practice in the space provided:
a) Child Care
b) Individual Support (Community Services)
X c) Training and Education
d) Financial Services
e) Others: (Please specify):
List two examples of WHS responsibilities related to the safe use and
maintenance of relevant equipment used in the learning environment:
a) Safe environment
b) Safe resources and equipment
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28. If you are training learners in a training room and the emergency
evacuation alarm is heard, what should you do? Select the two (2)
best responses.
a) Continue training and wait for the announcement indicating
that it is not a drill.
X b) Advise learners to leave their belongings and follow the
emergency exits as previously advised.
X c) Grab the attendance sheet if handy for a roll call at the
designated gathering point.
d) Advise the learners to pack up all their computers and
workbooks before they leave.
29. List three (3) typical sources of WHS information in the workplace.
i. Staff Handbook
ii. WHS policies and procedures
ii.
WHS reports including, workplace inspections, hazard and incident reports,
technical reports, consultations, and observations
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30. Which of the following options must be included in the learning
program? Select the three (3) best answers.
X a) WHS issues to be addressed in the delivery
b) Emergency and evacuation plan
X c) Learning resources, learning materials and activities
d) Associated fees
X e) Duration of training sessions
31. Which of the following must be included in the session plan?
Select the three (3) best answers.
Mapping: TAEDEL401 KE5(p)
X  The outline of the content to be addressed
X  The resources required
 The records management policies and procedures
 The entry requirements for trainers and assessors
X  The delivery methods for each part of the session
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32. Which of the following describes the requirements of the learning
program? Select the two (2) best answers.
X 1. The individual learner’s needs are considered in the
assessment process.
X 2. The specific learning outcomes for the program are clearly
outlined.
3. Assessment against the unit(s) of competency and the
associated assessment requirements, as the minimum
requirement, must cover the skills that are essential to
competent performance
4. The assessment must facilitate gathering assessment
evidence that is from the present or the very recent past no
more than 5 years.
5. The units of competency and other benchmarks to be
achieved must be specified.
33. List two (2) information collection methods that will support the
review and feedback of presentations.
i. Critical friends
ii. Focus Group Interviews
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34. Read the following scenario:
Company X, a mining company, has just implemented a new
attendance policy across the organisation. Julia was assigned to
develop and deliver a presentation that explains the details of this
new policy. She will be sent to all Company X offices and mining
locations to deliver this presentation to all the employees. You are
travelling with Julia to observe her presentations.
Briefly explain the relevant regulatory and organisational
obligations and requirements that must be observed relevant to
the following scenarios you observed during Julia’s presentation.
Guidance: Each response must be no more than 100 words.
 Julia prefers to wear
corporate attire
instead of the
prescribed clothing
when visiting mining
sites.
Code of practice: enforce to regulate
industry conduct and ensure compliance
with agreed objectives that benefit
relevant stakeholders.
 You noticed that Julia
is using her personal
laptop during the
presentations. Her
personal laptop has
not been tested and
tagged.
Privacy Act: it relates to private
information. Her laptop also includes her
personal information. It could be seen
when she was using her laptop.
 Julia included names
of employees who
were terminated from
work because of
excessive tardiness
and absences.
Anti-discrimination law: it is not good idea
to name of people whoever was absent. It
should not discriminate because of any
reason.
 Julia included graphs
and figures from
other sources but did
not cite the sources
in her presentation.
Work Health and safety: it is not cited the
source in her presentation which is not a
safe resources
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35. Briefly explain the implications of the following principles of
effective communication for trainers.
 It is impossible not to
communicate.
Everyone needs communicate each other. They
always communicate. We must be mindful of the
fact that we are always sending message to our
leaners, clients and colleagues, and take the steps
to ensure that we are sending
 Communication is a
two-way process
The interpersonal communication process is always
at least a two-way process. We cannot
communicate to people without them
communicating back to us
Pay attention to the communication taking place
between you and your leaners
- The messages you are sending
- The message sending back to you
Pay attention to the communication taking place
among your learner. This is essential to ensure safe
learning, teamwork and lack of conflict
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36. List three examples of presentation aids and materials used to
support face-to-face presentations and briefly describe each.
Examples of
presentation aids
and materials
Brief description of each example of
presentation aids and materials provided
Diagrams A simplified drawing showing the appearance,
structure, or workings of something; a schematic
representation
Audio/video
recordings
Recorded moving visual images or sound clips
Charts
Statistical charts
Sequence of steps
charts
sheet of information in the form of a table, graph
or diagram.
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37. List two (2) systems for identifying skill needs in the workplace.
i. Language and Numeracy Test – Pre-test
ii. Performance Review
38. From the options below choose three (3) purposes of the
learning program.
X 1. To develop vocational competencies or skills
X
2. To meet industry standards, legislation, licensing, or
registration requirements, or the requirements of a
funding body
3. To impress the department supervisor
4. To show off
X 5. To address gaps between a learner’s knowledge and
skills, and competency standards
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PROJECT 1 – PLAN, ORGANISE AND
DELIVER GROUP-BASED LEARNING 1
Project Overview
This project requires you to complete the following tasks:
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☒ Workplace – Please refer folder name is “Task 1” and
below answers (knowledge)
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirements
To complete this project, you will need the following resources:
1. At least eight (8) adult learners (volunteers or from your own
workplace)
2. Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR observation by a qualified observer – for
candidates completing the project through the simulated scenario.
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications
to your assessor.
3. Learning program documentation
Guidance: This refers to documentation that contains the delivery
requirements of the program. If you are completing this project
through the simulated pathway, this will be provided for you.
4. Templates enclosed in this workbook
Additional Information
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or
gain access to a training organisation. For this pathway, you can
deliver the training of your choice. Note that you must hold
qualifications in your field of choice to conduct training in your
workplace.
Simulated
Where you will be provided with a simulated scenario to complete
the project. If you choose to complete Project 1 through this
pathway, you must conduct the training specified by the Learning
Program documentation provided to you.
 The training session must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your
workplace)
 The session must be at least 20 minutes long.
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 The session must be observed by a qualified observer OR if no
qualified observer available to observe must be video recorded.
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Workplace Pathway
Overview
To complete this project, you will need access to the following resources:
☒ Learning Program documentation
☒ Eight (8) learners
☒ One (1) qualified assessor from your workplace
☒ Templates included in this project
Please refer folder name is “Task 1”
You must develop your Session Plan and deliver training for a group of
eight (8) learners in your workplace. This training session can cover any
learning outcomes of your choosing, as long as it meets a workplace need,
and is at least 20 minutes in length.
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Steps to take
1. Read and access the learning program documentation for the
session. Submit these documents as:
[your last name, your first name] – LPDocumentation1
2. Prepare the Session Plan
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery method for the session. Also
consider at least one (1) learning support and assessment strategy
you can implement to address the LLN needs of this learner group.
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan template using the filename:
[your last name, your first name] – Delivery – SessionPlan1
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What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session.
Learning Principle: Relevancy: materials seen as relevant to a learner will
be better learned and retained.
Material has been customised by leaner’s need.
Learning Theory: Transformative: whoever got experience from ‘old-self” to
“new-self”
For whoever got experience. This transformation can be adapted to the
learning experience.
3. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the session. You must ensure that these meet the needs (LLN
or others) of your learner group and the LLN requirements of the
training by contextualising them. Alternatively, you can also develop
learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] – Project1 – Materials1
In the spaces provided on the following page explain how you
ensured that the learning materials were adjusted or created to suit
the needs of your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, or equipment
you will need for the session. This can include support personnel, if
necessary. Submit evidence that this has been done, your evidence
can include emails, meeting minutes or request forms. In the spaces
provided on the following page identify the type of evidence, you
submitted for the facilities, technology, or equipment you organised.
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Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
I did develop learning materials for leaner group to ensure it meets
performance criteria and address leaner’s need
How did you ensure that the learning materials met the identified needs of
the learners?
I developed based on performance criteria. After that, basing on their needs
which for entry level to communicate with diverse people. The assessments
in vary of questions including multiple choice, written questions, case study
and report to ensure address all of required skills. Furthermore, glossary be
developed as supporting document for learner’s need who have gap in
communication and reading.
Evidence – please refer attachment Task 1
Types of evidence
Facilities
Technology
Equipment
Support personnel
If necessary
Note that your evidence must be have dated before your training session.
Compile all evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence1
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4. Confirm your role and responsibilities in planning and delivering
training, and the overall delivery arrangements with relevant
personnel.
Send an email to your supervisor confirming your role and
responsibilities in planning and delivering training. Briefly describe
the coverage of the 20-minute training session you planned for the
learner group in your email. Your email and your supervisor’s
response must be dated before your training session. Submit a .pdf
copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] - Confirmation1.pdf
Guidance: For a satisfactory result, you must confirm two (2) of your
responsibilities in planning and two (2) responsibilities in delivering
training.
5. Deliver the training
Conduct the training session according to the Session Plan. Note that
you must modify your delivery to suit learner group’s needs and/or
changes in circumstances during the session. Complete the table on
the following page that asks you to identify how you modified your
delivery.
You must have a qualified observer at your workplace complete, sign
and date the Observation Form linked for you below. A qualified
observer must:
1. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
2. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
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If a qualified assessor completes your Observation Form, you must
provide them with a copy of the Learning Program documentation
provided to you and your completed Session Plan beforehand. You
must also request and submit a copy of their qualification to your
assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the
file as:
[your last name, your first name] – ObservationForm1
Note that during your delivery, you must demonstrate the following:
1. maintaining an appropriate learning environment throughout the
session
2. apply at least one (1) learning support and assessment strategy
appropriate for the learner group
3. using the diversity of your learners to support their learning
4. using facilitation skills to ensure active learner participation
5. using facilitation skills to ensure effective learner group
management
6. recognising and managing inappropriate behaviour
7. using communication techniques that are appropriate for the
learners and help you build rapport with them
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Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
X No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
Not applicable
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8. Monitor and document learner progress
Have the learners evaluate the session using this form.
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms1
Write a brief description of the learners’ progress or performance
for each session in the tables that follow. As you complete the table,
note if the learner outcomes for the session and the learners’ needs
were met. You can also consider any changes you could implement
for the next session.
You must also submit the learning activities and assessment tools
completed by the learners during the sessions, use the filenames:
[your last name, your first name] – LearningActivities1
and
[your last name, your first name] – AssessmentTools1
Write a brief description of the learners’ progress or performance in
the table below. As you complete the table, note if the learner
outcomes for the session and the learners’ needs were met.
Learner Progress Report
Training Session Date: 07/01/2019
Name Notes
Lai Dancer Learner outcome for this session and leaner’s needs were
met
Erandee Abeyakoon Learner outcome for this session and leaner’s needs were
met
Yulia Lopez Learner outcome for this session and leaner’s needs were
met
Amanda Biam Learner outcome for this session and leaner’s needs were
met
Mai Nguyen Learner outcome for this session and leaner’s needs were
met
Rosana Evalinge Learner outcome for this session and leaner’s needs were
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met
Katherine Ko Learner outcome for this session and leaner’s needs were
met
Amelia Tagno Learner outcome for this session and leaner’s needs were
met
Were the learners’ outcomes achieved during the session?
X Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Not applicable
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Yes, it does as leaner be given with printed off material, glossary and trainer
give more chances to support them before session with 1 and 1 to ensure
they are track and confirm their knowledge and understanding.
Material has been customised in simple language. Encourage open-
questions for learner with more support.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Assessment includes multiple questions, written questions, short answer for
case study and Project which demonstrate leaner’s understanding about the
subject. Furthermore, it shows leaner’s instruction which will tell how to
complete the assessment. It has been break down and in appropriate
language in VET sector. Additionally, material has been customised to meet
leaner’s needs.
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9. Access your organisation’s policies and procedures on the
maintenance and storage of learner records. Submit the necessary
documents relevant to the training according to their requirements.
Once this has been completed, have your supervisor sign and date
the declaration below.
Supervisor’s Declaration Form
By affixing my signature below, I declare that the candidate has accessed
our organisation’s policies and procedures on the maintenance and storage
of learner records and have followed these in submitting the required
documentation.
Supervisor’s Name:
Hien Bui
Supervisor’s Signature:
Date:
07/01/2019
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Project 1 – Evidence Submission Checklist
Workplace Pathway
# Evidence document Completed
1 Learning Program Documentation
[your last name, your first name] – LPDocumentation1 ☒
2 Session Plans
[your last name, your first name] – SessionPlan1 ☒
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials1
☒
4 Evidence
[your last name, your first name] – Evidence1 ☒
5 Confirmation of Roles and Responsibilities
[your last name, your first name] – Confirmation1 ☒
6
Delivering Training
[your last name, your first name] – ObservationForm1
Project1-QAQual
☒
7 Feedback Forms
[your last name, your first name] – FeedbackForms1 ☒
8 Learning Activities
[your last name, your first name] – LearningActivities1 ☒
9 Assessment Tools
[your last name, your first name] – AssessmentTools1
☒
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PROJECT 2 – PLAN, ORGANISE AND
DELIVER GROUP-BASED LEARNING 2
Project Overview
This project requires you to complete the following tasks:
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
You must also have access to the following as you prepare for and facilitate
the training sessions:
1. A computer with presentation software
(like PowerPoint, Keynote, Google Slides, etc.)
2. Presentation equipment
(this can include projectors or computer monitors, speakers,
microphones, video players, etc.)
3. And other materials and/or technology relevant to the presentations you
will create for this project.
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☒ Workplace (Knowledge)
Please refer folder “Task 2”
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirements
To complete this project, you need access to the following resources:
5. At least eight (8) adult learners (volunteers or from your own
workplace)
6. Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) – for candidates completing the project through
the simulated scenario OR observation by a qualified observer.
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications
to your assessor.
7. Learning program documentation
Guidance: This can refer to the documents you completed in Subject
1 – Design Cluster (e.g. training needs analysis), if using a simulated
scenario. You can also use the documents from your organisation as
long as it contains the delivery requirements for the delivery
program.
1. Templates enclosed in this workbook
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Additional information and specific requirements of this project:
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or
gain access to a training organisation. For this pathway, you can
deliver the training of your choice. Note that you must hold
qualifications in your field of choice to conduct training in your
workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway,
you must conduct the training specified by the Learning Program
documentation provided to you.
 The training sessions must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your
workplace)
1. utilise at least two (2) different delivery methods in each training
session. The delivery methods you use in the second training
session must differ from the delivery methods you use in the first
training session.
2. must be delivered as consecutive sessions and must be part of a
learning program
(e.g. if the learning program has five (5) sessions, you could
deliver sessions 1 and 2, or sessions 3 and 4)
Each session must be at least 40 minutes long.
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Workplace Pathway
Overview
To complete this project, you will need access to the following resources:
☒ Learning Program documentation
☒ Eight (8) learners
☒ One (1) qualified observer from your workplace
☒ Templates included in this project
please refer attachment named as task 2
You must develop your Session Plan using the information provided in the
learning program documentation provided. The training you deliver to your
learners (volunteers) can cover learning outcomes of your choosing as long
as the training is for two (2) consecutive, 40-minute sessions.
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Steps to take
1. Read and access the learning program documentation for the
sessions. Submit these documents as:
[your last name, your first name] – LPDocumentation2
2. Prepare the Session Plans
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery methods for each session. Note
that you must determine at least two (2) different delivery methods
for each training session. The delivery methods you select for the
second session must be different from the delivery methods you
select for the first session. Also consider at least one (1) learning
support and assessment strategy you can implement for this
particular learner group.
This Session Plan template will also ask you to plan the
presentation/s for the session. Note that your chosen presentation
strategies and format must meet the characteristics of the following:
1. your target audience,
2. location of the training session,
3. resources required for the session, and
4. personnel required for the session.
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You must also consider the format and purpose of the presentation
when selecting the:
1. presentation aids,
2. presentation materials, and
3. presentation techniques.
List your chosen presentation strategies, selected presentation aids
and techniques in the Session Plan Template. For example,
Activities Time
BODY
Explain
Using the POS system
Demonstrating how to open and
close the POS, how to process
electronic transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS
terminal and transferring cash.
Demonstration.
Presentation:
Video presentation on basic use of
the POS system, followed by a live
demonstration on how to complete
cash and electronic transactions,
clearing the POS terminal at the
end of shift and transferring cash.
9:50 – 10: 50
Apply
Practical Activity
Have the candidates use what they
learned in the workplace setting,
with real POS transactions from
customers.
Guided facilitation.
10: 50 – 11: 50
Assessment
Practical Assessments
Assess candidates use of POS
system using simulated
transactions.
Practical assessment.
12: 30 – 1:30
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan templates using the filename:
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[your last name, your first name] – Delivery – SessionPlan2
and
[your last name, your first name] – Delivery – SessionPlan3
What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session. The learning principle and theory you list here must differ from the
learning principle and theory you identified in Project 1.
Learning Principle: Personal Involvement People learn best when they
involve in the group activity, telling their own idea and more practice
People learn best when they involve in the group activity, telling their own
idea and more practice.
Learning Theory: Andragogic: based on adults leaners who has some
knowledge and experience but still need further learning.
based on adults leaners who has some knowledge and experience but still need further
learning
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4. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the sessions. For this project, you must prepare and submit
two (2) presentation aides and two (2) presentation materials that
you will use to support your training session. These must support the
key concepts and ideas of the session, and help keep your learner
group engaged. Compile these materials in a .zip folder with the
following filenames:
[your last name, your first name] – Project2 - Materials2
and
[your last name, your first name] – Project2 – Materials3
If you choose to use materials that are pre-developed, you must
ensure that these meet the needs of your learner group by
contextualising them.
In the spaces provided on the following page explain how you
ensured that the learning and presentation materials were adjusted
or created to suit the needs of your learners. Be as specific and
detailed as possible.
You must also organise for any facilities, technology, or equipment
you will need for the session. This can include support personnel, if
necessary. Submit evidence that this has been done, your evidence
can include emails, meeting minutes or request forms. In the spaces
provided on the following page identify the type of evidence you
submitted for the facilities, technology, or equipment you organised.
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Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
I did develop learning materials for leaner group to ensure it meets
performance criteria and address leaner’s need
How did you ensure that the learning materials met the identified needs of
the learners?
I developed based on performance criteria. After that, basing on their needs
which for entry level to communicate with diverse people. The assessments
in vary of questions including multiple choice, written questions, case study
and report to ensure address all of required skills. Furthermore, glossary be
developed as supporting document for learner’s need who have gap in
communication and reading.
Evidence – Please refer attachment
Types of evidence
Facilities
Technology
Equipment
Support personnel
If necessary
Note that your evidence must be have dated before your training session.
Compile all evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence2
5. Confirm your role and responsibilities in planning and delivering
training, and the overall delivery arrangements with relevant
personnel.
Send an email to your supervisor confirming your role and
responsibilities in planning and delivering training. Briefly describe
the coverage of the two (2) 40-minute training sessions you planned
for the learner group in your email. Your email and your supervisor’s
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response must be dated before your training session. Submit a .pdf
copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] – Confirmation2.pdf
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6. Deliver the training
Conduct the training session according to the Session Plans. Note
that you must modify your delivery to suit learner group’s needs
and/or changes in circumstances during the session. Complete the
table that asks you to identify how you modified your delivery.
Remember to brief your learners about their role and responsibilities
during the session and/or your presentation.
You must have a qualified observer complete and sign two (2) copies
of the Observation Form for this project, one for each session you
conduct. A qualified observer must:
7. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
8. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must provide your qualified observer with a copy of the Learning
Program documentation and your completed Session Plan
beforehand. You must also request and submit a copy of their
qualification to your assessor using the filename:
Project2 – QAQual
Once complete, collect the forms from your observer and submit
them using the filenames:
[your last name, your first name] – ObservationForm2
and
[your last name, your first name] – ObservationForm3
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Note that during your delivery, you must:
9. apply at least one (1) learning support and assessment strategy
appropriate for the learner group
10. explain and discuss the desired outcomes of each session with the
learners, and brief them on what is expected of them during the
session
11. maintain an appropriate learning environment throughout the
session
12. use the diversity of your learners to support their learning
13. use facilitation skills to ensure active learner participation
14. use facilitation skills to ensure effective learner group management
15. recognise and manage inappropriate behaviour
16. monitor both verbal and non-verbal communication from the
learners
17. provide opportunities for the learners to ask questions and seek
clarification
18. use communication techniques that are appropriate for the learners
and help you build rapport with them
19. summarise key concepts and ideas at strategic points in the session
 discuss reactions to the presentation with the learners, or other
key personnel involved in the presentation
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Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
X No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
Not applicable
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20. Monitor and document learner progress
At the end of each session, have the learners complete a feedback
form, which can be accessed below:
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms2
Write a brief description of the learners’ progress or performance
for each session in the tables that follow. As you complete the table,
note if the learner outcomes for the session, and the learners’ needs
were met. You can also consider any changes you could implement
for the next session.
You must also submit the learning activities and assessment tools
completed by the learners during the sessions, use the filenames:
[your last name, your first name] – LearningActivities2
and
[your last name, your first name] – AssessmentTools2
Learner Progress Report
Session Number: Session 6 and session 7
Training Session Date: 08/01/2019
Name Notes
Lai Dancer Learner outcome for this session and leaner’s needs were
met
Erandee Abeyakoon Learner outcome for this session and leaner’s needs were
met
Yulia Lopez Learner outcome for this session and leaner’s needs were
met
Amanda Biam Learner outcome for this session and leaner’s needs were
met
Mai Nguyen Learner outcome for this session and leaner’s needs were
met
Rosana Evalinge Learner outcome for this session and leaner’s needs were
met
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Katherine Ko Learner outcome for this session and leaner’s needs were
met
Amelia Tagno Learner outcome for this session and leaner’s needs were
met
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Were the learners’ outcomes achieved during the sessions?
X Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Not applicable
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Yes, it does as leaner be given with printed off material, glossary and trainer
give more chances to support them before session with 1 and 1 to ensure
they are track and confirm their knowledge and understanding.
Material has been customised in simple language. Encourage open-
questions for learner with more support.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Assessment includes multiple questions, written questions, short answer for
case study and Project which demonstrate leaner’s understanding about the
subject. Furthermore, it shows leaner’s instruction which will tell how to
complete the assessment. It has been break down and in appropriate
language in VET sector. Additionally, material has been customised to meet
leaner’s needs.
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21. Consider the feedback you received from your learners. In the space
provided below determine what changes you can make to the
presentation and the central ideas you presented.
Giving more time for activities. Furthermore, some of instruction needs to
be more information to more clarifying.
22. Access your organisation’s policies and procedures on the
maintenance and storage of learner records. Submit the necessary
documents relevant to the training according to their requirements.
Once this has been completed, have your supervisor sign and date
the declaration below.
Supervisor’s Declaration Form
By affixing my signature below, I declare that the candidate has accessed
our organisation’s policies and procedures on the maintenance and storage
of learner records and have followed these in submitting the required
documentation.
Supervisor’s Name:
Hien Bui
Supervisor’s Signature:
Date:
08/01/2019
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Project 2 – Evidence Submission Checklist
Workplace Pathway (Please refer attachment named “Task 2”)
# Evidence document Completed
1 Learning Program Documentation
[your last name, your first name] – LPDocumentation2 ☒
2
Session Plans
[your last name, your first name] – SessionPlan2
[your last name, your first name] – SessionPlan3
☒
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials2
[your last name, your first name] – Materials3
☒
4 Evidence
[your last name, your first name] – Evidence2 ☒
5 Confirmation of Roles and Responsibilities
[your last name, your first name] – Confirmation2 ☒
6
Delivering Training
[your last name, your first name] – ObservationForm2
[your last name, your first name] – ObservationForm3
Project2-QAQual
☒
7 Feedback Forms
[your last name, your first name] – FeedbackForms2 ☒
8 Learning Activities
[your last name, your first name] – LearningActivities2 ☒
9 Assessment Tools
[your last name, your first name] – AssessmentTools2
☒
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PROJECT 3 – PLAN, ORGANISE AND
FACILITATE WORKPLACE LEARNING
FOR AN INDIVIDUAL 1
Project Overview
This project requires you to complete the following tasks:
a) Facilitate work-based learning
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☒ Workplace (Skill)
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain
access to a training organisation. For this pathway, you can deliver the
training of your choice. Note that you must hold qualifications in your
field of choice to conduct training in your workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway, you
must conduct the training specified by the Learning Program
documentation provided to you.
To complete this project, you need:
1. At least one (1) adult learner to participate in the learning program
1. If conducting a simulation, your participant must be briefed
about the simulated environment before you can conduct a pre-
consultation with them.
2. Access to relevant stakeholders in the workplace (e.g. supervisor,
employer)
1. If using a simulated scenario, indicate the job title/position of the
required stakeholders in the templates, and conduct the
consultation with your assessor.
3. Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR a qualified assessor – for candidates
completing this project through the simulated pathway
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications to
your assessor.
4. Templates enclosed in this workbook
Additional information and specific project requirements
The learning plan must:
b) be tailored to the specific needs of the learner.
c) be a real or simulated work-based need,
1. It must include on-the-job training and some off-the-job training.
The learning must be setup so that safety and workplace
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productivity are maintained.
d) The minimum acceptable duration for this plan is a 30-minute
session.
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Workplace Pathway
Workplace Pathway Overview
To complete this project, you will need access to the following resources:
☒ Learning Program documentation
☒ One (1) learner
☒ One (1) qualified observer from your workplace
☒ Templates included in this project
☒ Procedures relevant to the training you will deliver
Please refer attachment Task 3
You must develop your Work Based Learning Plan using the Learning
Program documentation available to you in your workplace. This training
session can cover any topic of your choosing, as long as it meets a
workplace need, and is at least 30 minutes in length.
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Steps to take
1. Access relevant documentation.
To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based
learning, these can include:
 compliance information,
(laws, regulations and company policies that apply to the
learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS
responsibilities of the people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help
your learner best retain information.
Work Based Learning Plan
(Username: learner Password: studyhard)
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2. Arrange a consultation session with your learner (volunteer) and
other relevant personnel.
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
3. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
4. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual1
Once completed, collect the Observation Form from your assessor
and submit this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the
training, including the external learning activities that need to
be arranged for the learner
 identify and address any WHS implications of using work as the
basis of training, consider your, and other relevant parties,
WHS responsibilities
 address any contractual requirements and responsibilities for
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the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate
learning and explain these to the learner and relevant personnel
present
 document and discuss the Work-Based Learning Plan with the
learner
At the of your session your learner, and other relevant personnel
must agree with the information you documented in the Work Based
Learning Plan and the objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner
 adjust language, tone and pace of speech to maintain effective
interactions with the learner
 build and maintain engagement with the learner
What are the WHS risks in using work as the basis for learning?
Personal handbag was placed way-out floor.
Electrical wires on wet floor.
How did you address these WHS risks?
Confirm with WHS officer and fill up the form and give it to WHS Officer
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
2 requirements:
 ensure safe training and assessment
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 Maintain learner’s records
2 responsibilities:
 compliance with obligation
 Learning program
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
2 requirements:
 ensure safe training and assessment: trainer needs to training and
assessment in safe environment inducing privacy whenever leaner is
ready for assess.
 Maintain learner’s records: record student’s work under organisation’s
folder and be sheared with relevant people
2 responsibilities:
 compliance with obligation: design training and assessment meets
organisation and other obligation including WHS, privacy, anti-
discrimination and code of practice
 Learning program: ensure learning program covers course outline,
learning outcome, delivery methods etc need to be written in learning
program.
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5. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning
activity for your learner. This includes any supervisory arrangements
that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include:
emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceExternalDocs1
6. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
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7. Conduct the session with your learner (volunteer).
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
8. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
9. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to the
learner the objectives of the training and the processes involved,
including the external support they will be receiving
During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
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transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
You must also record the outcome of your training session with the
candidate in the form provided for you below. List the learning
outcomes for the session and if the learner was able to achieve these
during your training.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP1
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Training Record – please refer attachment in Task 3
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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10. Meet with the learner, and other relevant personnel, again to monitor
the effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the
outcome of the training, both external and internal
 discuss how the learner feels after completing the training in
relation to their role
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Have your supervisor or qualified observer sign the declaration below
to confirm this has been done. You must submit evidence that this
has been done, this can include: emails, request forms, meeting
minutes, etc. Compile these in a .zip folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration – please refer attachment in Task 3
By affixing my signature below, I declare that the candidate completed the
tasks in this project under the observation of a qualified observer. I also
declare that the candidate was able to gain feedback from the learner and
closed the learning-facilitation relationship using the appropriate
interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:
Date:
Supervisor/Observer’s Role: Supervisor/Observer’s Contact
Details:
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11. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If
yes, explain how they were met. If no, explain why they were not
met.
Yes. Leaner able to update student record including academic and
attendance into student management system (paradigm) without any
support from facilitator and supporting documents.
2. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain.
Effective communication: asking open –questions
Giving feedback: which provide feedback basing on activity
3. What learning support and assessment strategies did you use for the
training? Were these effective? Explain.
I have used multiple choice question as limit time of delivery. Additionally,
learning material and checklist be given to learner. External activities give
more time for learner to practice skill and earn more knowledge on student
management system.
4. Considering your answers for the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
Giving more feedback to leaners
Adjust time or cut off activity
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Project 3 – Evidence Submission Checklist
Workplace Pathway (Please refer attachment as “Task 3”)
# Evidence document Completed
1
Workplace Consultation
WorkplaceConsultation – ObservationForm1
Project3-QAQual1
☒
2 External Learning Activities
WorkplaceExternalDocs1 ☒
3
Workplace Training
WorkplaceTraining – ObservationForm2
Project3-QAQual2
☒
4 Work Based Learning Program
WorkBasedLP1 ☒
5 Workplace Meeting
WorkplaceMeeting1 ☒
6 Feedback Form
WorkplaceFeedbackForm1 ☒
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PROJECT 4 - PLAN, ORGANISE AND
FACILITATE WORKPLACE LEARNING
FOR AN INDIVIDUAL 2
Project Overview
This project requires you to complete the following tasks:
e) Develop a work-based learning plan
f) Facilitate work-based learning
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☒ Workplace (Knowledge). Please refer attachment Task 4
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain
access to a training organisation. For this pathway, you can deliver the
training of your choice. Note that you must hold qualifications in your
field of choice to conduct training in your workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway, you
must conduct the training specified by the Learning Program
documentation provided to you.
To complete this project, you need:
5. At least one (1) adult learner to participate in the learning program
1. If conducting a simulation, your participant must be briefed
about the simulated environment before you can conduct a pre-
consultation with them.
6. Access to relevant stakeholders in the workplace (e.g. supervisor,
employer)
1. If using a simulated scenario, indicate the job title/position of the
required stakeholders in the templates, and conduct the
consultation with your assessor.
7. Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR a qualified observer – for candidates
completing this project through the simulated scenario
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications to
your assessor.
8. Templates enclosed in this workbook
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Additional information and specific project requirements
The learner for Project 4, must be different from the learner in Project 3
for both real and simulated pathways.
The learning plan must:
g) be tailored to the specific needs of the learner.
h) be a either a real or simulated work-based need,
9. It must include on-the-job training and some off-the-job
training. The learning must be setup so that safety and
workplace productivity are maintained.
i) The minimum acceptable duration for this plan is a 30-minute
session.
j) meet a different set of learning outcomes to Project 3.
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Workplace Pathway
Workplace Pathway Overview
To complete this project, you will need access to the following resources:
☒ Learning Program documentation
☒ One (1) learner, different from the learner in Project 3
☒ One (1) qualified observer from your workplace
☒ Templates included in this project
☒ Procedures relevant to the training you will deliver
Please refer attachment named as Task 4
You must develop your Work Based Learning Plan using the Learning
Program documentation available to you in your workplace. This training
session can cover any topic of your choosing, as long as it meets a
workplace need, and is at least 30 minutes in length.
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Steps to take
1. Access relevant documentation.
To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based
learning, these can include:
 compliance information,
(laws, regulations and company policies that apply to the
learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS
responsibilities of the people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help
your learner best retain information.
Work Based Learning Plan
(Username: learner Password: studyhard)
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2. Arrange a consultation session with your learner (volunteer) and
other relevant personnel.
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
3. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
4. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual1
Once completed, collect the Observation Form from your assessor
and submit this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the
training, including the external learning activities that need to
be arranged for the learner
 identify and address any WHS implications of using work as the
basis of training, consider your, and other relevant parties,
WHS responsibilities
 address any contractual requirements and responsibilities for
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the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate
learning and explain these to the learner and relevant personnel
present
 document and discuss the Work-Based Learning Plan with the
learner
At the of your session your learner, and other relevant personnel
must agree with the information you documented in the Work Based
Learning Plan and the objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner
 adjust language, tone and pace of speech to maintain effective
interactions with the learner
 build and maintain engagement with the learner
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What are the WHS risks in using work as the basis for learning?
Personal handbag was placed way-out floor.
Electrical wires on wet floor.
How did you address these WHS risks?
Confirm with WHS officer and fill up the form and give it to WHS Officer
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
2 requirements:
 ensure safe training and assessment
 Maintain learner’s records
2 responsibilities:
 compliance with obligation
 Learning program
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
2 requirements:
 ensure safe training and assessment: trainer needs to training and
assessment in safe environment inducing privacy whenever leaner is
ready for assess.
 Maintain learner’s records: record student’s work under organisation’s
folder and be sheared with relevant people
2 responsibilities:
 compliance with obligation: design training and assessment meets
organisation and other obligation including WHS, privacy, anti-
discrimination and code of practice
 Learning program: ensure learning program covers course outline,
learning outcome, delivery methods etc need to be written in learning
program.
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5. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning
activity for your learner. This includes any supervisory arrangements
that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include:
emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceExternalDocs1
6. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
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7. Conduct the session with your learner (volunteer).
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
8. hold the qualification equivalent to or above TAE40110/TAE40116
Certificate IV in Training and Assessment
OR
9. hold at least one of the following:
1. TAE50111/TAE50116 Diploma of Vocational Education and
Training
2. TAE50211/TAE50216 Diploma of Training Design and
Development, or
3. a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to the
learner the objectives of the training and the processes involved,
including the external support they will be receiving
During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
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transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
You must also record the outcome of your training session with the
candidate in the form provided for you below. List the learning
outcomes for the session and if the learner was able to achieve these
during your training.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP1
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Training Record – Please refer attachment named as Task 4
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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10. Meet with the learner, and other relevant personnel, again to monitor
the effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the
outcome of the training, both external and internal
 discuss how the learner feels after completing the training in
relation to their role
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Have your supervisor or qualified observer sign the declaration below
to confirm this has been done. You must submit evidence that this
has been done, this can include: emails, request forms, meeting
minutes, etc. Compile these in a .zip folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration Please refer attachment named as
Task 4
By affixing my signature below, I declare that the candidate completed the
tasks in this project under the observation of a qualified observer. I also
declare that the candidate was able to gain feedback from the learner and
closed the learning-facilitation relationship using the appropriate
interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:
Date:
Supervisor/Observer’s Role: Supervisor/Observer’s Contact
Details:
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11. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
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Evaluation
Did your learner meet the learning objectives set for the training? If yes,
explain how they were met. If no, explain why they were not met.
Yes. Leaner able to explain basing on ASQA’s requirements and Staff Matrix.
Learner gain better knowledge on department’s requirement.
1. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain.
Effective communication: asking open – questions
Giving feedback: which provide feedback basing on activity
2. What learning support and assessment strategies did you use for the
training? Were these effective? Explain.
I have used multiple choice question as limit time of delivery. Furthermore,
supporting documents such as handout and checklist have been given to
leaner. Also, external activities be allocated for learner to give extra
support.
3. Considering your answers for the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
Giving more feedback to leaners
Learner also does a lot activities and other support from

Project 4 – Evidence Submission Checklist
Workplace Pathway (Please refer attachment Task 4)
# Evidence document Completed
1
Workplace Consultation
WorkplaceConsultation – ObservationForm2
Project4-QAQual1
☒
2 External Learning Activities
WorkplaceExternalDocs2 ☒
3
Workplace Training
WorkplaceTraining – ObservationForm2
Project4-QAQual2
☒
4 Work Based Learning Program
WorkBasedLP2 ☒
5 Workplace Meeting
WorkplaceMeeting2 ☒
6 Feedback Form
WorkplaceFeedbackForm2 ☒
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review
the candidate’s assessment against the checklist below:
X The candidate has completed all the assessments in the
workbook:
X Written Questions
X Project 1
X Project 2
X Project 3
X Project 4
X The candidate has submitted/completed all of the following
evidences:
X This completed workbook
Project 1
X Refer to Project 1 Evidence Checklist
Project 2
X Refer to Project 2 Evidence Checklist
Project 3
X Refer to Project 3 Evidence Checklist
Project 4
X Refer to Project 4 Evidence Checklist
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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End of Document
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