TAE40116 Certificate IV in Training and Assessment

RPL Assessor Kit

Table of Contents

1. TAE40116 Methodology Used to Create the RPL Resources

2. TAE40116 Assessor Guide

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3. TAE40116 Candidate Information

4. TAE40116 RPL Application Form

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5. TAE40116 RPL Self-assessment

6. TAE40116 Competency Conversation

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7. TAE40116 Practical Activities Assessor Version

8. TAE40116 Practical Activities Candidate Version

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9. TAE40116 Other Parties Information Report

10. TAE40116 Unit Mapping Matrix

11. TAE40116 Final Evidence Sign-off

TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment
Resource

Document 1

TAE40116 Certificate IV in Training and

Assessment

Methodology Used to Create the RPL

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Assessment Resource
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TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment
Resource

TAE40116 Certificate IV in Training and Assessment

RPL Assessment Resource

Methodology Used to Create the RPL Assessment Resource

The following steps describe the overall process used to develop the TAE RPL Assessment
Resource in order to create an assessment tool that meets the requirements of the
qualification and maintains the rigour associated with quality assessment practices.
This document also describes the process that a Registered Training Organisation (RTO) can
use to develop RPL assessments for other units of competency.

1. DEVELOPING A ‘PICTURE OF COMPETENCY’ FOR EACH CORE UNIT OF

COMPETENCY AND ONE (1) ELECTIVE
Each unit of competency was analysed to develop a series of workplace statements that
describe what the unit of competency means in relation to current workplace practices and
avoid the ‘jargon’ of the units.
The unit of competency TAEASS402 Assess Competence has been used to demonstrate this

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methodology.
Step 1.
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A ‘picture’ of a competent person for ‘TAEASS402 Assess competence’.
1. Prepares for assessment by interpreting all assessment planning documents, units of
competency and any applicable organizational, legal or ethical requirements and
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confirms with relevant people that all preparation for the assessment to take place
has been completed.
2. Reviews the relevant assessment tools and determines the opportunities to gather
evidence to meet actual workplace or simulated environments through discussion
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with the candidate and other relevant people. Records any adjustments made.
3. Briefs the candidate and agrees on the details of the planned assessment,
opportunities to gather their own evidence to support recognition of prior learning
and any specialist support requirements they may have.
4. Accesses and uses in a safe manner all assessment materials and resources,
including specialist support, to gather, organize and document the evidence
provided.
5. Uses effective communication and interpersonal skills to enable two-way feedback
and reasonable adjustment to be made.
6. Makes an assessment judgement based on the evidence obtained and the agreed
assessment plan and provides constructive feedback and follow-up actions if
required.
7. Records the assessment outcome, submits the assessment documentation and
informs other relevant parties according to the organisation’s procedures and
confidentiality practices.

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TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment
Resource

there are opportunities to gather evidence to meet actual

workplace or simulated environments through discussion
with the candidate and other relevant people. Records any
adjustments made.
3. Briefs the candidate and agrees on the details of the planned  
assessment, opportunities to gather their own evidence to
support recognition of prior learning and any specialist
support requirements they may have.
4. Accesses and uses in a safe manner all assessment materials  
and resources, including specialist support, to gather,
organize and document the evidence provided.
5. Uses effective communication and interpersonal skills to  
enable two-way feedback and reasonable adjustment to be
made.
6. Makes an assessment judgement based on the evidence  
obtained and the agreed assessment plan and provides

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constructive feedback and follow-up actions if required.
7. Records the assessment outcome, submits the assessment  
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documentation and informs other relevant parties according
to the organisation’s procedures and confidentiality practices.
8. Reviews the assessment process with others and records the  
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outcome with a view to improving assessment practices.
Comments: If necessary add any brief comments in the space below to clarify or support your
response.
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4. DEVELOPING THE COMPETENCY CONVERSATION AND ASSIGNING

‘BENCHMARK ANSWERS’
Questions were then developed from each set of workplace statements to form the
foundation of the Competency Conversation. The congruence between the questions and
the self-assessment statements were purposely developed to enable a candidate who had
responded positively to the self-assessment statements to feel comfortable in the
subsequent Competency Conversation assessment interview.
The Competency Conversation also identifies any natural workplace documents discussed
during the interview, and there is provision in the record of conversation to record the titles
of these documents. There is also provision in the record of conversation to determine and
record if any practical activity assessment is necessary, and if so identify the relevant
practical activity.

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TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment
Resource

schedule.
• Independent person involved in the
review.
• Outcomes recorded on Validation
documents.

Practical Assessment to be conducted: YES NO

If YES Which Practical assessment/s are to be used?

Indicate practical Assessment Number/s: 

In the table below insert any other comments that will support the candidate’s application
for RPL. This may include reference to documents, photographs, videos, etc. discussed
during the conversation that may not have been supplied prior to the conversation but could
provide additional evidence if required.

Question Comment or reference to natural workplace documents discussed

Number

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Document obtained YES NO

2
Document obtained YES NO
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3
Document obtained YES NO
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4
Document obtained YES NO

5
Document obtained YES NO

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Document obtained YES NO

7
Document obtained YES NO

8
Document obtained YES NO

9
Document obtained YES NO

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TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment
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10
Document obtained YES NO

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Document obtained YES NO

Satisfactory (S) or Not Yet Satisfactory (NYS)

In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the
Competency Conversation conducted with the candidate and add a comment where a NYS
result was recorded.
Add your name, signature and date of assessment in the relevant spaces below and your
feedback to the candidate.

Satisfactory S Comment if Not Yet Satisfactory (NYS)

Not Yet Satisfactory NYS

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Assessor Name:
Assessor Signature: Date of Assessment:
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5. DEVELOPING PRACTICAL ACTIVITIES, MAPPING THE PRACTICAL ACTIVITIES

AGAINST THE UNITS OF COMPETENCY, AND PROVISION OF ASSESSMENT
CRITERIA AS BENCHMARKS FOR PRACTICAL ACTIVITIES.
A series of Practical Activities were developed for each unit of competency. Not all of these
Practical Activities will be required in the RPL assessment as the Competency Conversation is
designed to collect evidence of a candidate’s practical skills as opposed to theoretical
knowledge as the candidate describes ‘what they have done’ in particular situations rather
than ‘what they would do’.
Each candidate will respond differently to the Competency Conversation questions based on
their individual characteristics associated with oral communication skills and/or learning
style. Consequently, the Practical Activities provide the assessor with the opportunity to
‘switch from’ the Competency Conversation, and ‘switch to’ a practical activity if the situation
requires it.
Each Practical Activity is ‘mapped’ against the requirements of the unit and ensures
Performance Evidence and other evidence from the Performance Criteria is able to be
directly gathered through the range of practical activities available.

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TAE40116 Certificate IV in Training and Assessment – Assessor Guide

Document 2
Assessor Guide
This RPL Assessor Kit for TAE40116 Certificate IV in Training and Assessment uses a practical
approach to RPL assessment. It has been developed to enable the assessor to ‘switch’ from one
method of assessment to another based on the candidate’s knowledge, skills and experience and
still cover all components of the units of competency through a comprehensive arrangement of
mapping/alignment to the unit.
A candidate seeking to be assessed through a RPL process is claiming to be already competent.
RPL is an assessment only pathway. RPL is not a short cut to gaining a qualification if the
candidate is not already experienced and competent in the unit(s) for which RPL is sought.
This assessment approach develops a comprehensive “picture of the candidate’s skills and
knowledge” against the nine (9) core units and one (1) elective unit of competency for this
qualification.
The RPL Assessor Kit can also become an ‘assessment template’ for developing a specific ‘elective’
unit to make up the ten (10) units of competency in this qualification if the candidate choses a

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different elective to the one in the kit.
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Important aspects to remember
A sound knowledge of assessment and the qualification is essential
It is important that you have a good understanding of the qualification, the other documents
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contained in this RPL Assessor Kit and the application of these competencies in the workplace.
A number of the units of competency in this RPL Assessor Kit have been clustered together to
provide a time and cost effective assessment that reflects workplace activities. When assessing
these clustered units consider the complete picture of how the activity is performed in the
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workplace.

Assessment judgement
This RPL Assessor Kit uses a “Competency Conversation” to provide the candidate with the
opportunity to demonstrate competence through responding to open questions that require them
to describe practical situations they have been involved in rather than just theoretical responses.
These questions use an approach based around “how did you . . . ?”, rather than “how would you
. . . ?” and allow the candidate to discuss practical situations they have been involved in rather
than theoretical or hypothetical responses. You may find that if the candidate is nervous or
appears concerned then you may have to use your probing skills to obtain the responses you are
listening for.
This is different to the normal questioning technique where the assessor may ask 10 questions and
listen for 10 responses. In this approach you may ask 1 open question and listen for 10 responses.
It is essential that assessors record responses and specific contexts from their conversation with
the candidate in the ‘Competency Conversation’ document to support their judgement.
As the conversation progresses you may find that the assessment will progress more effectively if
the candidate is given the opportunity to demonstrate their skills. The RPL Assessor Kit provides

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TAE40116 Certificate IV in Training and Assessment – Assessor Guide

Candidate:

Unit Code Unit Title

Workplace documents provided  Satisfactory  More evidence required

Responses to Competency Conversation Questions  Satisfactory  More evidence required

Practical tasks  Satisfactory  More evidence required

Other Party reports  Satisfactory  More evidence required

How candidate meets unit of competency requirements as a whole. V A C

Evidence provided for Unit Code

• Performance Criteria evidence requirements met Yes  No 

• Knowledge Evidence demonstrated Yes  No 

• Performance Evidence demonstrated

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• Foundation Skills met through alignment with the Performance Criteria Yes  No 

• Assessment Conditions met through consistent performance in a real Yes  No 

assessment environment
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Sufficiency of evidence  Satisfactory  More evidence required

Unit Title: C  NYC

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Assessor’s Name:

Assessor’s Signature:

Date of Final Overall Assessment Decision:

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TAE40116 Certificate IV in Training and Assessment – Candidate RPL Assessment Information and Guide

Document 3

Candidate RPL Assessment Information and Guide

To have your skills formally recognised in the national training system, assessors must make sure
you have current skills, knowledge and experience to meet industry standards. This means you
must be involved in a comprehensive assessment process that covers the content of the unit/s or
qualification/s you have applied for.
Consider that a candidate seeking to be assessed through a RPL process is claiming to be already
competent. RPL is an assessment only pathway. RPL is not a short cut to gaining a qualification if
the candidate is not already experienced and competent in the unit(s) for which RPL is sought.
Assessment happens in a variety of ways. Being prepared can save you valuable time and make
the recognition process stress-free for you.
Here are some tips and hints to assist with your preparation:
1. Read through the Frequently asked Questions section in this document as these
questions and answers may assist you in deciding to progress further with your application.

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2. Complete the RPL Self-assessment, Document 5, for the TAE40116 Certificate IV in
Training and Assessment. You will find it uses uncomplicated language rather than
educational jargon to describe activities in the training and assessment workplace related
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to each unit of competency in the qualification.
3. Complete the RPL Application Form, Document 4.
4. Be prepared to talk about your job roles and your work history either in a face-to-face
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interview, or by telephone with an assessor. Prepare a resume or jot down a few points
about where you have worked, either paid or unpaid, and what you did there related to
this qualification.
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5. Prepare a description of your last position involving the practical application of this
qualification and any performance appraisals you have from any training organisations or
facilities you have worked in.
6. Consider the possibilities for workplace contact. Are you in a workplace that is supporting
your goals to get qualified? If you feel comfortable to have the assessor contact your
existing or previous workplace so your skills can be validated let them know when you
commence your discussion.
7. Think about who can confirm your skill level. Think about current or recent managers or
supervisors who have seen you training and assessing in the past 12 to 18 months and will
be able to confirm your skills and experience. The assessor may need to contact them. You
may also have community contacts or even clients themselves who can vouch for your skill
levels.
8. Collect any certificates from in-house training or formal training you have done in the past.
9. You can speak with your assessor about other ways you can demonstrate your skills in the
training industry. These could be letters from employers or clients in related industries,
records of your in-house training sessions, training and assessment documents, such as
presentation materials, delivery handouts and assessments, (as long as they don’t show
client details) other relevant documents or photos and videos of your work if you have any.
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TAE40116 Certificate IV in Training and Assessment – RPL Application

RTO logo or name

Document 4

Recognition of Prior Learning

Application Form

RPL APPLICATION
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TAE40116 Certificate IV in Training and Assessment – RPL Application

RPL Application Form

Complete this RPL Application form and return it to the RTO along with any fees required and
other documents that you have been asked to supply such as your RPL Self-assessment.
If you can’t complete some of the areas associated with professional referees or previous
employment leave them blank and the assessor who contacts you will discuss these requirements
where applicable.
NB The RTO will also require you to complete the RTOs Enrolment Form. Your Assessor will
provide you with the Enrolment Form once you have decided to proceed with your RPL application

RPL APPLICATION FORM

Applicant Details:

1. Occupation you are seeking TAE40116 Certificate IV in Training and Assessment

recognition for
2. Personal Details
Surname

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Preferred Title (Mr, Mrs, Ms, Miss)
First Name/s
Telephone Numbers
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Home: Work:
Mobile: Fax:
3 Current Employment
Are you currently employed?  / NO 
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YES

If Yes, in which occupation are you ……………………………………………………………………………………….

currently employed?
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Who is your current employer?

……………………………………………………………………………………….

4. Further Training
Have you undertaken any training
courses related to the occupation
applied for?
If Yes
Occupation you were trained in
Training completion Date (month, year)
Country where you trained
Name of course and training provider or
institution (if applicable)

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TAE40116 Certificate IV in Training and Assessment – RPL Application

5. Is there any further information

you wish to give in support of your
application

6. Professional Referees (relevant to work situation). Providing this detail will be beneficial,
nevertheless it is acknowledged that some circumstances may prohibit the inclusion of these
details. Leave blank if details are unavailable.

Name ……………………………………………………………………

Position ……………………………………………………………………

Organisation ……………………………………………………………………

Phone Number ……………………………………………………………………

Mobile Number

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……………………………………………………………………
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Email Address ……………………………………………………………………

Name ……………………………………………………………………
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Position ……………………………………………………………………

Organisation ……………………………………………………………………
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Phone Number ……………………………………………………………………

Mobile Number ……………………………………………………………………

Email Address ……………………………………………………………………

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TAE40116 Certificate IV in Training and Assessment – RPL Application

CANDIDATE EMPLOYMENT HISTORY FORM

Period of Full Time

Employer’ Name Employment Position Held Part- Description of Major Duties
(DD/MM/YYYY) time

From To Casual

1.

2.

3.

4.

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Indicate whether you agree to any of the above employers being contacted: YES  / NO 
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If you are including documents in your application, please provide a brief description below

Attach additional sheet if required

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Document Description Office Use Only – Assessor to use this section to

(e.g. resume, photos, certificates, etc.) align documents to specific units of competency and
identify key questions for competency conversation
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Declaration

I declare that the information contained in this application is true and correct and that all
documents are genuine.

Candidate Signature: Date

Send completed Application Form, Self-assessment, enrolment fees and other documents
described above to:

RTO Contact Name and Details

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TAE40116 Certificate IV in Training and Assessment - RPL Self-Assessment

RTO logo or name

Document 5

Recognition of Prior Learning (RPL)

Self-assessment Tool

RPL SELF-ASSESSMENT
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TAE40116 Certificate IV in Training and Assessment
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Candidate’s Name: Candidate’s Signature:

………………………………………………………….. …………………………………………………………..

Date of Submission:

…………………………………………………………..

Assessor’s Name: Assessor’s Signature:

………………………………………………………….. …………………………………………………………..

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TAE40116 Certificate IV in Training and Assessment - RPL Self-Assessment

Recognition of Prior Learning (RPL) Self-assessment

Qualification being applied for:
TAE40116 Certificate IV in Training and Assessment

This document contains a user-friendly and supportive way for you to advise your assessor of your
self-assessment against the requirements of this qualification. It is not compulsory for you to
complete it for your RPL assessment to commence but it will provide you with a user-friendly
summary of the units of competency in the qualification you are about to be assessed for.

TAE40116 Certificate IV in Training and Assessment

Self-assessment Process
The self-assessment activity you are about to commence has been designed to make the RPL
process efficient and effective for you as the candidate and for your assigned assessor. It enables
you and your assigned assessor to determine if RPL is the best approach for you to gain this
qualification.
It achieves this by clearly describing the activities that occur in a trainer and assessor’s workplace
during their normal daily activities and asking you to determine if these are the activities that you

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currently carry out.
Even if your responses indicate that you may need more skills, knowledge or experience in
particular areas that should not deter you from seeking RPL as once you have submitted your self-
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assessment and the other information required in your application you will be contacted by an
assessor who will offer guidance based on the results of your self-assessment.

Working in the Vocational Education and Training Industry

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The following information provides an indication of the range of duties and personal requirements
of a qualified Trainer and Assessor.
Role description:
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Trainers and Assessors teach nationally recognized vocational qualifications, skills sets, or short
courses to provide participants with skills to enter the workforce, maintain their currency in their
area of expertise or gain skills in areas of language, literacy and numeracy in order to enter the
workforce. Trainers and Assessors have specialist knowledge, skills and experience in their areas
of expertise and maintain their currency in those areas through on-going professional development.
Tasks:
• Interpret training packages and accredited courses to prepare specific learning programs.
• Prepare delivery plans and produce sessions plans and resources such as delivery materials
and assessment tools for use in their training and assessment.
• Provide theory and practical training to students using face-to-face, workshops and/or on-
line delivery methods.
• Assess students against nationally accredited training packages or accredited courses and
make judgements on their competency.
• Record and report student results and securely retain student records.
• Maintain their content currency and their skills and knowledge of vocational teaching and
learning.
• Provide a range of options for students to consider regarding career or personal problems.

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TAE40116 Certificate IV in Training and Assessment - RPL Self-Assessment

Personal Requirements:
• Honest
• Respectful
• Empathetic
• Patient
• Purposeful
• Listens with their eyes as well as their ears

Workplace activities
Below you will find eight (8) workplace activities that have been detailed into lists of workplace
duties that should be very familiar to you. If they are then as a competent person working in the
training and assessment industry you may already be able to demonstrate the skills, knowledge
and experience associated with this qualification through the assessment process of Recognition of
Prior Learning (RPL).

Recording your Skills Knowledge and Experience

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Read through the list of duties below and complete your responses for the first workplace activity
and then progressively complete the remaining lists until all workplace activities associated with
this qualification have been completed.
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Activity 1: Design and Develop Learning Programs and use Training Packages and
Accredited Course to meet client needs
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TAEDES401 Design and develop learning programs Your response
TAEDES402 Use Training Packages and accredited courses
to meet client needs
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The following statements have been developed to assist you to I have I will need
respond accurately to this workplace activity. Record your response skills, more skills,
by circling or highlighting a box in one of the last two columns that knowledge knowledge
you believe best describes your skills, knowledge and experience in and and
the duties described in the following statements. experience experience
in this area in this area
1. Clarifies the purpose of the learning program and confirms  
and agrees, with the relevant stakeholders, on its
specification based on the reason for selection of
competency standards and other training specifications.
2. Identifies the language, literacy and numeracy requirements  
of the learning program.
3. Applies relevant VET and organisational policies and  
structures to the design and development of the learning
program to ensure it reflects the latest training packages or
accredited courses.
4. Based on the agreed specification researches and evaluates  

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

RTO logo or name

Document 6

Recognition of Prior Learning (RPL)

COMPETENCY CONVERSATION

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TAE40116 Certificate IV in Training and Assessment
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Candidate’s Name: Candidate’s Signature:

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………………………………………………………….. …………………………………………………………..

Assessor’s Name: Assessor’s Signature:

………………………………………………………….. …………………………………………………………..

Date/s of Conversation:

…………………………………………………………..

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

Note to the Assessor

The details in the Assessor Guide about conducting a Competency Conversation are included below to remind
you of the assessment process and the importance of writing specific comments from the interview that will
support your judgement.
Competency Conversation
Conducting the “Competency Conversation” is the first phase in collecting evidence for the RPL assessment
process. The questions are designed to enable you to have a professional conversation with the candidate to
gain evidence of their past experience, skills and knowledge from the discussion. Remember, the primary focus
of the conversation is on the candidate’s experiences. Questions have been developed for all core units of
competency and are mapped against the requirements of the units in the relevant unit ‘Summary with Unit
Mapping and Questions and Answers’ documents.
Each question has model responses to listen for during the conversation. You may use the model responses to
probe for specific examples and from the candidate’s replies determine if gaps are emerging. At some stage in
the assessment you will need to determine if these gaps are gaps in evidence or gaps in knowledge, skills or
experience and treat each appropriately.
The Record of Conversation for each unit of competency in the Competency Conversation document indicates
relevant content that should be sought during the discussion. Place a tick next to each model response that is

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discussed during the conversation and provide comments, where relevant, of the examples given by the
candidate.
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As the conversation progresses you may find the candidate provides answers to questions that you may not
have asked for yet. This may be due to the holistic activities they undertake in the workplace. Be prepared and
flexible to make these ‘diversions’. Make a note of the answers, align them to the relevant questions as the
assessment progresses and bring the discussion ‘back on track’.
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During the Competency Conversation you may determine from the responses given by the candidate that it is
appropriate to gather further evidence by asking them to complete one or more practical activities. Practical
activities have been created for each core unit of competency in this qualification and are mapped against the
relevant components of the units of competency.
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Evidence gained through questions, practical activities, workplace documents, reports from other parties, or
other evidence is recorded against the relevant unit/s of competency in the Final Evidence Sign-off record.
NB Fairness in this assessment extends to not giving a copy of these Competency Conversation questions to
the candidate as you may not ask them all.

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

COMPETENCY CONVERSATION – RECORD OF CONVERSATION

Unit Code: TAEDES401 Unit Title: Design and develop learning programs
Unit Code: TAEDES402 Unit Title: Use training packages and accredited courses to meet client needs

Candidate’s Name: Date of Conversation:

Assessor’s Name:

Questions and Required Model Responses Response Comments and examples

addressed in from conversation
conversation
√ or X
Q1. What did you have to take into account when you designed and developed a recent
learning program based on Training Packages or Accredited Courses?
Responses must include:
• Clarify the purpose of the learning program.

• Provide advice on assessment requirements and

appropriate evidence gathering techniques to the

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client.

• Confirm and agree with relevant stakeholders a

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specification based on competency standards, other
training specifications and consideration of any
licensing requirements and pre-requisites.

• Consider the distinction and relationship of training

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packages, accredited courses, learning strategies
and learning programs to develop effective
applications for the client.
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• Identify the characteristics of the learner group and

implications for the learning program, e.g. LLN
needs, age (legislation), cultural characteristics that
may create barriers to learning, and WHS risks.
Q2. Why was it important at that stage to identify the LLN requirements of the Learning
Program?
Responses must include:
• An RTO has to determine candidates educational
and support needs relevant to the training product
they are enrolling in, and therefore the LLN needs
of the training product need to be determined and
then compared to the LLN needs of the individual
learners.
• The AQF level of the qualification needs to be
compared to the learner’s existing characteristics to
determine educational and support needs.

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

Document obtained YES NO

3
Document obtained YES NO

4
Document obtained YES NO

5
Document obtained YES NO

Satisfactory (S) or Not Yet Satisfactory (NYS)

In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the Competency
Conversation conducted with the candidate and add a comment where a NYS result was recorded.
Add your name, signature and date of assessment in the relevant spaces below and your feedback to the
candidate.

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Satisfactory S Comment if Not Yet Satisfactory (NYS)

Not Yet Satisfactory NYS

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Assessor Name:
Assessor Signature: Date of Assessment:

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

COMPETENCY CONVERSATION – RECORD OF CONVERSATION

Unit Code: TAEASS502 Unit Title: Design and develop assessment tools
Unit Code: TAEASS401 Unit Title: Plan assessment activities and processes

Candidate’s Name: Date of Conversation:

Assessor’s Name:

Questions and Required Model Responses Response Comments and examples

addressed in from conversation
conversation
√ or X
Q1. What assessment tools have you developed recently?
Responses must include: Tool 1
• Examples of at least five assessment tools that
support different assessment methods and address
at least one unit of competency. Examples should
Tool 2
consider the situation/context in which assessment
was conducted.

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Tool 4
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Tool 5
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Q2. What did you have to consider when developing these assessment tools?
Responses must include:
• The requirements/objectives of the assessment.
• The components of the Training Packages that
would be applicable in each case based on advice in
the Training Package.
• The different contexts and conditions of
assessment.
• The situations in which the assessment will be
conducted, i.e. workplace or closely simulated
environment obtained through discussion with the
stakeholders.
• Target groups to be assessed.

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation

• The assessment tasks the candidate will undertake

that are appropriate to the situation and meet the
Principles of Assessment.
• Development of an outline of evidence to be
gathered.
• What the evidence criteria will be to judge the
evidence in order for it to meet the Rules of
Evidence.
• Determine who will collect the evidence.
• Administration, recording and reporting
requirements.
Q3. How did you go about identifying the evidence requirements for the assessment tools?
Responses must include:
• Identified, accessed and analysed units of
competency and assessment requirements.

e
• Interpreted the findings to identify which type of
evidence would be needed to demonstrate
competence and comply with the Rules of Evidence.
pl
Q4. How did identify and interpret industry requirements and workplace standards?
Responses must include:
• Accessed workplace standards, workplace
m
documentation such as policies and procedures
including WHS responsibilities and sources for:
• Hazard and incident reporting;
• Emergency procedures; and
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• Use of relevant PPE,

• Determined industry requirements through
discussion with relevant stakeholders
Q5. How did you determine if amendments where necessary for existing assessment tools?
Responses must include:
• Accessed existing assessment tools, where they
existed, and determined their applicability to meet
the requirements for the assessments being
considered.
• Determined and recorded amendments to existing
assessment tools and forwarded to the team leader
for amendments to be made and version control
applied.
Q6. How have you determined if assessment instruments you developed met the Principles
of Assessment, the Dimensions of Competency and had the capacity to gather evidence based
on the Rules of Evidence?

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

RTO logo or name

Document 7

Recognition of Prior Learning (RPL)

Assessor Information for RPL

Practical Activities

TAE40116 Certificate IV in Training and Assessment

e
pl
Candidate’s Name: Candidate’s Signature:
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………………………………………………………….. …………………………………………………………..
Sa

Assessor’s Name: Assessor’s Signature:

………………………………………………………….. …………………………………………………………..

Date Assessment is finalised:

…………………………………………………………..

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

Assessor Information
Please review the details in the Assessor Guide regarding conducting Practical Activities to remind you of the
assessment process and the importance of writing specific comments from the observation that support your
judgement where relevant.
This document contains an exhaustive list of practical activities, not all of which may need to be undertaken
by the candidate. In fact it is highly unlikely that any individual candidate would be required to complete all of
these activities. However, it is important that they are available so that the assessor has access to relevant
practical activities in order to be able to assess an identified “gap”.
Where multiple examples of assessment evidence are required for a Practical Activity you may decide to
instruct the candidate to provide at least one example for you to assess and then either obtain further
evidence from another party that indicates the candidate has previously completed the task in the work
environment; or alternatively the candidate may provide their own examples of finished products they have
previously developed.
If the candidate provides their own finished products use the ‘Analysis’ included with each practical activity in
this document to determine their ability, or for Practical Activity 5 use the ‘Practical Activity 5 Observation
Checklist Recording Form’ attached to the end of this document.
If you are unsure of the authenticity of the finished products they supply ask them specific questions related

e
to the products to determine:
• why they were produced;
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• when they were they produced;
• where the detail for inclusion came from;
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• who was consulted in their development; and
• what was the result of their application in the workplace.
Use the results of this conversation to inform your judgement of the candidate’s ability related to the finished
products supplied.
Sa

Please indicate in the space provided before each Practical Activity the approach you have decided to take and
ensure the evidence for the relevant approach is recorded in the candidate’s summary of evidence provided.
Each Practical Activity has been ‘mapped’ to the relevant components of the unit of competency. This mapping
is documented in the first recording tool for each Practical Activity.
Candidate Information
The Candidate Work Book for RPL Practical Activities identifies either through the information provided in the
candidate’s Self-assessment or through their Competency Conversation interview an opportunity for them to
provide evidence of their practical skills.
In order to be fair and flexible this may be achieved through their undertaking practical activities selected by
the assessor from those detailed in this document or from evidence they provide of having carried out the
practical activity in the recent past. These practical activities may occur in their workplace or in the assessor’s
training environment.
The Practical Activities selected for them to demonstrate their skills are identified below. Please ensure they
remain in this document as they detail the range of practical tasks selected by the assessor.
Practical Activities to be Undertaken

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

10. Identified suitable electives;

11. Documented the reasons for selection of qualifications, skill sets, individual units or accredited modules
in order to develop effective training applications for the client;
12. Determined if any licensing requirements exist for your two solutions;
13. Provided advice to the client about assessment requirements.

Required Model Responses and Related Response Comments and examples

Mapping to the unit of competency. addressed from analysis 1
in
analysis 1
√ or X

ANALYSIS 1
Analysis must include:
• Referenced training.gov.au to identify relevant
training package qualifications, skill sets or specific

e
units of competency that the employees will set out
to achieve. PE1, PE2, PC1.2.
Accessed and applied relevant VET policies and
•
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frameworks and conducted their work based on
organisational quality assurance policies and
procedures. PE1, PE2, PC1.3.
m
• Examined the component parts of training
specifications. PE1, PE2, PC3.2.

• Identified relevant qualifications and units of

Sa

competency or modules based on the characteristics

of the target learner group. PE1, PE2, PC1.2.

• Contextualised relevant qualifications and units of

competency or modules to meet the specific needs
of the client. PE1, PE2, PC4.1, PC5.1.
• Assessment reflected the particular industry
environment, e.g. licensing; WHS, policies and
procedures;
• Used specific terminology related to the
workplace; and
• Reflected particular workplace conditions and
resources.
• Identified training package, qualifications and
accredited courses that could satisfy the client’s
needs. PE1, PE2, PC2.1, PC3.2.
• Considered a range of qualifications, skill sets or
accredited courses;

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

• Presentation timings followed the plan and

covered 20-minutes as a minimum. PC2.2, PE1

• Explanation of the objectives, strategies,

methods of delivery and activities supported the
presentation objectives. PE1, AC3

• The presentation flowed logically. PC2.2, PE1

• Communication was persuasive and appropriate

to engage and interest the participants. PC2.4,
PE1, AC3

• Support materials were appropriate. PC2.2, PE1

• Observation skills were used to monitor

individuals and respond to perceived needs.
PC2.5, PE1, AC3

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• Content of delivery and approach demonstrated
relevant occupational area of interest. PC2.4,
PE1
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• Relevant WHS requirements and any
organisational or regulatory requirements were
identified and managed. KE2
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• Feedback on outcome of presentation objectives

was obtained. PC3.1, PE2
Sa

• A summary of key concepts during the

presentation and gathering of feedback was
conducted that identified any outstanding
requirements that the participants needed to be
addressed. PC2.6, PE2, AC3

OBSERVER: In the table below insert any other comments that will support the candidate’s application for
RPL.

Presentation session Comment

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

NB The following section is only to be completed by Observer’s in the Candidate’s workplace and NOT their
TAE40116 Training and Assessment Assessor for this unit of competency.

Please confirm in the space below your agreement to participate in the evidence gathering process by
completing the Observation Checklist. Please also confirm that the candidate’s identify is known to you.

I (Name in full) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
confirm that I have agreed to be involved in this observation on the understanding that the information I
contribute through the observation form will be used by an assessor to make their judgement on the
candidate’s competence for the following unit of competency:
Unit Code: BSBCMM401 Unit Title: Make a presentation

Signature of Observer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I further acknowledge that I know the candidate and my workplace relationship to the candidate is

e
(Highlight or Circle one of the following):
Supervisor/Manager Trainer and Assessor
pl
NB The following section is only to be completed by the Candidate’s Assessor for TAE40116 Training and
m
Assessment for this unit of competency and NOT their Workplace colleagues.
Assessor: In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the specific
Presentation Session and the Planning Process document submitted by the candidate, and add a comment
related to the Presentation Session and the Planning Process document where a NYS result was recorded.
Sa

Add your name, signature and date of assessment in the relevant spaces below and your feedback to the
candidate on the evidence they submitted as well as suggestions for any other documents that could be
provided to support their application for RPL.

Presentation Satisfactory S Comment if Not Yet Satisfactory (NYS)

Session
Not Yet
Satisfactory NYS

Planning Satisfactory S Comment if Not Yet Satisfactory (NYS)

Process
document Not Yet
Satisfactory NYS

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities

Assessor Name:
Assessor Signature: Date of Assessment:

Feedback to Candidate

Assessor: Complete the details below when the Presentation session and the Planning Process document
have both been completed, submitted for assessment and marked.
Assessor Name:

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pl
Assessor Signature: Date:
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Sa

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TAE40116 Certificate IV in Training and Assessment – Other Parties Information Report

Document 9

Other Parties Information Report

By supplying the following information you are:

• agreeing to participate in the evidence gathering process for the candidate listed below and
have been given information by an assessor on when and how to collect this evidence as I’m
a person in a position to make a valid comment on the candidate’s performance;
• providing information for an assessor to make a judgement on the ability of the candidate to
use their skills and knowledge to complete the tasks or activities listed below over the time
period confirmed by you; and
• able to confirm that the information you provide is a true and accurate reflection of the skills
and knowledge from the candidate named below.

(Date)

To whom it may concern,

e
RE: skills in/as
(insert candidate name) (insert industry/job title)
pl
I certify that the above named person has:

worked at for a period of years

m
and regularly undertaken the following activities within the workplace whilst employed with this
organisation:

The workplace person is to initial those tasks or activities (below) that the candidate has or can
Sa

successfully perform in the workplace.

Assessor to list each activity against the numbers below that is to be confirmed by the other party.
NB Please ensure you ask for information directly related to the candidate’s performance by
interpreting into workplace language, and NOT replicating, the Performance Criteria from the units.
 1
 2
 3
 4
Add extra rows if necessary.

If you would like any further information or would like to discuss any of the above, I can be contacted
on telephone number:

Yours sincerely

Signature
Print Name and Position

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TAE40116 Certificate IV in Training and Assessment – Candidate Work Book for RPL Practical activities

RTO logo or name

Document 8

Recognition of Prior Learning (RPL)

Candidate Work Book for

RPL Practical Activities

TAE40116 Certificate IV in Training and Assessment

e
pl
m

Candidate’s Name: Candidate’s Signature:

Sa

………………………………………………………….. …………………………………………………………..

Assessor’s Name: Assessor’s Signature:

………………………………………………………….. …………………………………………………………..

Date Assessment is finalised:

…………………………………………………………..

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TAE40116 Certificate IV in Training and Assessment – Candidate Work Book for RPL Practical activities

PRACTICAL ACTIVITY 2
Evidence to be provided through:
• Candidate completing all practical examples required in this Practical Activity, or
• Third Party evidence provided to support more than one example provided by the candidate, or
• Candidate supplied work examples for assessment and authentication

Unit Code: TAEDES401 Unit Title: Design and develop learning programs

Candidate’s Name: Date of Assessment:

Assessor’s Name:

NB Date for this Practical Activity to be completed is:

Candidate Practical Activity Instructions

For this practical activity you will be required to demonstrate your skills to conceptualise, design, develop and
review learning programs to meet an identified need for a group of learners.

e
Demonstrate your competency by providing two (2) different learning programs that you have developed
that contain learning program designs that reflect particular needs, contexts and timelines.
pl
In order for you to do this you will use the two (2) training needs analyses that you developed for Practical
Activity 1 as the basis for each of the learning programs that you develop for this practical activity or you can
use two training needs analyses that you have developed in your organisation.
You can use a learning program template that you currently use in your organisation or develop a document
m
to contain the information you are required to include as listed below. Once you have completed documenting
your response to this activity forward it to your assessor for them to mark by the due date.
For each Learning Program you develop clearly indicate:
Sa

1. The competency standards or other training specification on which you based your learning program;
2. Pre-requisites, if required
3. Consideration of the characteristics of the target learner group including any language, literacy or
numeracy requirements
4. Venue/s to be used
5. Number of participants
6. Delivery dates
7. National codes and competency titles
8. Topics of study content
9. Delivery resources required
10. Time frame for each topic area
11. Delivery methods
12. Assessment methods and tools to be used
13. Organisational quality assurance policies or procedure to be considered during the Learning Program
implementation
14. A Risk Control Plan that identifies:
• Risks identified in the learning environment
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TAE40116 Certificate IV in Training and Assessment – Candidate Work Book for RPL Practical activities

• Existing Controls
• Controls to be developed; and
• Dates for controls to be implemented
15. Program review that includes:
• Names of Stakeholders
• Comments and any adjustments made

e
pl
m
Sa

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TAE40116 Certificate IV in Training and Assessment – Assessment Mapping

Document 10

TAE40116 Certificate IV in Training and Assessment - Assessment Mapping Matrix

Unit Code: TAEDES401 Unit Title: Design and develop learning programs

Unit requirements Assessment

Mapping

Conversation
Performance

Competency
Performance Criteria
Criteria #

Activities
Practical
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Element Title: 1 Define the parameters of the learning program

m
1.1 Clarify the purpose and type of learning program with key stakeholders Q1 2

1.2 Access and confirm the competency standards, and other training specifications, on which to base the learning program Q1 2
Sa
1.3 Identify language, literacy and numeracy requirements of the program Q2 2

1.4 Identify and consider characteristics of the target learner group Q1 2

Element Title: 2. Work within the VET policy framework

2.1 Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices Q3

2.2 Identify changes to training packages and accredited courses, and apply these to program development Q3 2

2.3 Conduct work according to organisational quality assurance policies and procedures Q3

Element Title: 3. Develop program content

3.1 Research, develop and document specific subject matter content, according to agreed design options Q4 3

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TAE40116 Certificate IV in Training and Assessment – Assessment Mapping

3.2 Evaluate existing learning resources for content relevance and quality Q4 3
3.3 Specify assessment requirements of the learning program Q4

Element Title: 4. Design the structure of the learning program

4.1 Break the learning content into manageable segments, and document the timeframe for each segment Q5 2

4.2 Determine and confirm delivery strategies, required assessment methods and tools Q6 2
4.3 Document the complete learning program in line with organisational requirements Q3

4.4 Review the complete program with key stakeholders, and adjust as required Q6 2

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4.5 Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan Q5 2

pl

Conversation
Performance

Competency
Evidence #

Activities
Performance Evidence

Practical
m
The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:
PE 1 designing, developing and reviewing learning programs within the vocational education and training (VET) context Q6 2, 3
Sa
PE 2 preparing and developing a minimum of two learning programs: Q1, Q2, 2
Q3, Q4,
• that contain differentiated learning program designs to reflect particular needs, contexts and timelines Q5
at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of
competency or accredited course module.

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TAE40116 Certificate IV in Training and Assessment – Final Evidence Sign-off

Workplace documents provided  Satisfactory  More evidence required

Responses to Competency Conversation Questions  Satisfactory  More evidence required

Practical tasks  Satisfactory  More evidence required

Other Party reports  Satisfactory  More evidence required

How candidate meets unit of competency requirements as a whole. V A C

Evidence provided for TAEASS403

• Performance Criteria evidence requirements met Yes  No 

• Knowledge Evidence demonstrated Yes  No 

• Performance Evidence demonstrated Yes  No 

• Foundation Skills met through alignment with the Performance Criteria Yes  No 

• Assessment Conditions met through consistent performance in a real Yes  No 

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assessment environment

Sufficiency of evidence  Satisfactory  More evidence required

pl
TAEASS403: C  NYC

Assessor’s Name:
m

Assessor’s Signature:
Sa

TAELLN411 Address adult language, literacy and numeracy skills

Workplace documents provided  Satisfactory  More evidence required

Responses to Competency Conversation Questions  Satisfactory  More evidence required

Practical tasks  Satisfactory  More evidence required

Other Party reports  Satisfactory  More evidence required

How candidate meets unit of competency requirements as a whole. V A C

Evidence provided for TAELLN411

• Performance Criteria evidence requirements met Yes  No 

• Knowledge Evidence demonstrated Yes  No 

• Performance Evidence demonstrated Yes  No 

• Foundation Skills met through alignment with the Performance Criteria Yes  No 

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TAE40116 Certificate IV in Training and Assessment – Final Evidence Sign-off

• Assessment Conditions met through consistent performance in a real Yes  No 

assessment environment

Sufficiency of evidence  Satisfactory  More evidence required

TAELLN411: C  NYC

Assessor’s Name:

Assessor’s Signature:

BSBCMM401 Make a presentation

Workplace documents provided  Satisfactory  More evidence required

Responses to Competency Conversation Questions  Satisfactory  More evidence required

Practical tasks  Satisfactory  More evidence required

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Other Party reports  Satisfactory  More evidence required
pl
How candidate meets unit of competency requirements as a whole. V A C

Evidence provided for BSBCMM401

• Performance Criteria evidence requirements met Yes  No 

m

• Knowledge Evidence demonstrated Yes  No 

• Performance Evidence demonstrated Yes  No 

Sa

• Foundation Skills met through alignment with the Performance Criteria Yes  No 

• Assessment was conducted in a safe environment where evidence Yes  No 

gathered demonstrated consistent performance of typical activities
experienced by individuals using interpersonal communication skills in the
workplace

Sufficiency of evidence  Satisfactory  More evidence required

BSBCMM401: C  NYC

Assessor’s Name:

Assessor’s Signature:

Date of Final Overall Assessment Decision:

 John Price and Associates Pty Ltd