CLUSTER 2 - Assessment Booklet - v3 - Jan2020-2

Assessment Booklet
Cluster 2:
Deliver Training
from TAE40116 Certificate IV in Training and Assessment
TAEDEL301
Provide work skill instruction
TAEDEL402
Plan, organise and facilitate learning in the workplace
TAEDEL401
Plan, organise and deliver group-based learning
This document belongs to:
Copyright
© 2018 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy
and is used under license. It may only be reproduced or copied strictly in accordance with the
terms of that license.
Deliver Training  Assessment booklet
PO Box 4253 p +(61) 409 910 002

Balgowlah Heights NSW 2093 w blackwaterprojects.com.au
Australia e info@blackwaterprojects.com.au
Version control & document history

Date Summary of modifications made Version no.
April 2018 Customised document – logo, headers, footers v1.0
July 2018 Minor correction v1.1
August 2018 Inserted Observation sheet for task 12 v1.2
May 2019 Updated task instructions v2
Jan 2020 Re-ordered tasks and updated instructions v3
Version 3_Jan 2020  2

Contents
Introduction...............................................................................................................................4
Task 9 Knowledge questions....................................................................................................6
Task 10 Plan, organise and facilitate workplace learning for individuals..............................12
Complete for Learners 1 & 2..................................................................................................13
Workplace learning plan and record – Learner 1...................................15
Workplace learning pathway and record of achievement.......................16
Session plan – Learner 1....................................................................18
Facilitate an individual session – Observation checklist..........................21
Workplace learning plan and record – Learner 2...................................23
Workplace learning pathway and record of achievement.......................24
Session plan – Learner 2....................................................................26
Feedback form: Workplace learning for an individual – Learner 2...........27
Facilitate an individual session – Observation checklist..........................29
Self-reflection....................................................................................31
Task 11 Plan, organise and deliver one 20-min session to a group of eight (8) or more
learners....................................................................................................................................32
Session plan......................................................................................35
Learner Feedback form.......................................................................36
Observation checklist – Task 11..........................................................38
Self-reflection....................................................................................42
Task 12 Plan, organise and deliver two consecutive, 40-min sessions to a group of eight (8)
or more learners......................................................................................................................43
Session plan 1...................................................................................46
Session plan 2...................................................................................47
Learner Feedback form.......................................................................48
Observation checklist – Task 12..........................................................50
Self-Reflection...................................................................................54

Introduction
This assessment booklet contains instructions and templates for the assessment tasks you are
required to complete for the Delivering Training Cluster.
Note: Throughout this booklet your assessor/trainer is referred to as the trainer. Where reference
is made to Training Packages this also includes Accredited Curriculum.
UNITS OF COMPETENCY ASSESSED

The assessment tasks contained in this workbook assess the following units of competency:
 TAEDEL301 Provide work skills instruction
 TAEDEL402 Plan, organise and facilitate learning in the workplace
 TAEDEL401 Plan, organise and deliver group based learning
Download these units and their assessment requirements from the National VET Register—
training.gov.au.
In order to successfully complete these units of competency you must successfully complete all
tasks contained in this booklet.

ASSESSMENT REQUIREMENTS
Please read the following instructions about your assessment. They will help you to achieve the level of
performance required to achieve success.
It is important that you clearly understand all the requirements of your assessments. If you are having difficulty with
the terminology or the steps to follow, please speak to your trainer prior to commencing.
During or following the assessment, you may be asked by your trainer to explain various aspects of work submitted
or completed to test your underlying knowledge and skills.
RE-ASSESSMENT
If you do not achieve the required standard, you will be given the opportunity to be re-assessed. Arrangements will
be made on an individual basis; however, you must be proactive to ensure that an appropriate time can be found for
this. There is a limit of two re-assessments per task.
ASSESSMENT APPEALS
If you disagree with the outcome of an assessment task, you have the right to request a review of the assessment. In
the first instance, such requests will ensure that your work is reviewed by a second person within the teaching area
and you will be advised of the outcome of this review in writing, most likely by email.
If you wish to take the matter further, a formal appeal will need to be lodged. Please contact the Manager.
SUBMIT YOUR ASSESSMENTS

Your trainer will advise you of the submission date for your assessments. If you are unable to finalise your
assessments by the due date, you must contact the Manager to seek an extension.
You must include the TAFE Assessment Coversheet given to you by your trainer. Please include your name
and contact details. Your submission cannot be assessed if this form is not included.
CONTACT US
Contact us any time with questions or for support. Reach us on:
Dianne Mahoney
In person to Victoria University, City King Campus
Level 12, Room 12.012
 Phone 9919 7888
@ Email dianne.mahoney@ vu.edu.au

Task 9
Knowledge questions
Instructions
1. Read the questions carefully
2. Undertake research to gather information that will assist you to develop your answers. Your
participant manual provides information and references that are relevant to the questions.
Your trainer will assist you to locate other sources of information.
3. Answer the questions progressively as you work your way through your practical assessment
tasks, use references from your practical tasks and/or workplace experience to demonstrate
how the theory applies in practice.
4. Address all parts of each question
5. Use complete sentences in your responses
6. Use your own words—when occasionally quoting information from another source, you
must acknowledge that source.
Assessment criteria
Terminology used in the questions—how to respond
If you are asked to ▼ You should ▼
List In bulleted, numbered or paragraph form, provide a number of consecutive items—if
paragraph form, use commas (,) to separate items.
Describe In paragraph form, give a full account of an event, idea or concept—include all relevant
circumstances and details.
Explain In paragraph form, describe—in enough detail to clarify or justify—an idea, concept, situation,
action taken, insight or challenge.
Define In paragraph form, explain the meaning of a term or concept.
Summarise In paragraph or list form, explain the key points or insights derived from a text, event or
situation.
Compare List, describe or explain the similarities and differences between two (or more) ideas,
concepts, events, situations, challenges or insights.

1 Learning theories:
a. Name and briefly explain two (2) theories of adult learning that you feel are
particularly useful
b. For each theory named above, describe one (1) example of how this theory
influences your practice as a trainer.
a.1. cognitive learning is about understanding how the human mind works while people
learn. The theory focuses on how information is processed by the brain, and
how learning occurs through that internal processing of information.
b. as a trainer can use this theory to teach commercial cookery as we can give tasks of
cooking to be done by students or task they learned at workplace, they can log it and
see what they learned
2. Humanist learning theory Humanistic Learning Theory, often called Humanism,
focuses on the specific human capabilities including creativity, personal growth, and
choice
b.1. this theory help student to connect with their own experiences and they relate the
study with that which will help in understanding more
2 Learning styles:
a. Briefly explain what the term, ‘learning styles’ means
b. Name one (1) resource available to help you identify your learners’ preferred
learning styles
c. Describe two (2) examples of how your understanding of learning styles influences
your practice as a trainer.
a. Learning styles is like personal learning preference , because each adult is

unique and each got their own way to learn
b. VAK learning style quiz
index of learning styles questionnaire
Myers Briggs Type Indicator (MBTI) quiz
c.understanding the learning styles

it will help create learning material according to the needs of learners
it will be easier for trainer to meet the needs of the learner

3 Principles of adult learning:

a. Describe three (3) principles of adult learning that you feel are particularly useful
b. Describe one (1) example of how you do (or could) apply each principle described
above, when you facilitate individual or group learning in your workplace.
a.1 practice and feedback learn best by doing learners need opportunities to practice
and reinforce new skills and concept in a safe environment
for eg. Giving learners recipe to cook, so they can practice and at end of the task they
can get feedback
2. context first when sequence training, it often works to start with the big picture first,
followed by more details
For eg. Debrief everyone what we are learning or doing today tasks so they can
understand what they are going learning by doing what
3. link to the real-world learning is successful when learners can apply what they
learned in their real world
Giving real life example so they can connect themselves and create a image in their
mind, it’s going to help them to understand more
4 Inclusivity and support:

a. Describe one (1) way you do (or could) identify needs before, or at the start of
group or individual learning
b. Describe two (2) training approaches you could use to meet diverse needs of
individual learners within a learner group
c. Identify two (2) situations where you have noticed (or may notice) a learner who
was struggling with material. For each situation:
● describe the situation
● explain what the learner/s said or did, which indicated that they were struggling
● describe how you helped the learner
d. Describe two (2) sources of resources or support people available to help you
support learners with specific needs.
a. People are not the same. Some people learn better by reading things. Others
learn better by doing things. Others learn better by talking about them. Some
people cannot read. Other people cannot read English. Some have never had a
job. Others have a number of jobs. Some have short attention spans. Some can
concentrate for hours. Some cannot sit still and need to be active. Others
cannot stand up at all. You get the idea…
There are many ways that people learn, and there are many needs that people may
have. The learning needs of people are influenced by their other characteristics. This is
because people:
b. Learn in different ways
c. Learn at a different pace

d. Have different backgrounds (educational, ethnic, employment, etc)

e. Have different reasons for learning
f. Are motivated in different ways and by different things
g. Respond differently to challenges presented in learning programs
B. Auditory: Auditory learners learn best through listening and/or conversation.
Visual: Auditory learners learn best through reading, writing, and/or visual aids.
Kinesthetic: Kinesthetic learners learn best while moving and/or touching a

stimulus related to the lesson.
c. 1. Disruptive/attention seeking behaviour

2.Withdrawing from other learners and /or not contributing
Becomes easily frustrated.

Lacks self-motivation.
Has difficulty staying on task.
Takes longer than normal to complete written work.
Begins to argue with you over school work.
Becomes anxious and stressed about homework.
Starts to leave books and assignments at school.
Has difficulty following directions.
d.
1 professional experts such as consultants to the various disability groups.
2. government liaison officers in specialist support services advocates for a person or
group.
3.support staff such as note takers, library, technical, human resources, administrative
staff, career counsellors, student services officers or equity liaison officers.
other trainers or assessors
LLN Specialists for individuals,
5 Describe how you ensure healthy and safe learning. To do this, answer the questions
below:
a. Before training
● What information do you give learners before training begins?
● What else must you do before training begins, to ensure healthy and safe
learning?
b. At the start of the training event
● What information do you give learners at the start of training?
● What else do you do at the start of training, to ensure healthy and safe
learning?
c. Throughout training delivery, what do you do to maintain a healthy and safe
learning environment?
a. Before training
● What information do you give learners before training begins?
• Date, time and place
• Any uniform/equipment requirements?
1) Prepare/complete any requirements before the first session
● What else must you do before training begins, to ensure healthy and safe

learning
Risk assessments
Consultation with employees
Maintaining plant and equipment
Safe handling and use of substances
Information, instruction and supervision
Responsibility and delegation of authority
Worker/staff training
Accidents, first aid and physical and mental ill-health
Monitoring hazards and risks
Emergency procedures
References to accompanying documents (e.g. registers, procedures, work instructions,
training materials)
Have knowledge of WHS issues/steps
Evacuation procedures
First Aid Kit corner
Emergency Requirements
Disability amenities/availability
b.At the start of the training event

●What information do you give learners at the start of training
2) State the “what’s-in-it-for-me” information at the beginning.

3) Expectations of the educational requirements
4) Behaviour expectations
5) Respect for self and others
What else do you do at the start of training, to ensure healthy and safe learning?
 Location of toilets/disability comfort
 Emergency evacuation process
 First aid
 Instructions related to ongoing personal comfort and safety
c. Throughout training delivery, what do you do to maintain a healthy and safe

learning environment?
Eliminate potential hazards. ...
Provide visual safety aids and messages. ...
Make safety fun
Confirm fire evacuation procedures, WHS issues/information
Emphasise comfort, air-space, ergonomic issues,
Facilities availability- canteen/staff room, toilets, lunch area/ phone, break times

6 Explain Work Health and Safety (WHS) procedures in your organisation. To do this,
answer the questions below:
a. How are WHS hazards recorded and reported in your organisation?
b. What emergency procedures are there?
c. Where can you go to source WHS information?
d. How is equipment used in your organisation maintained for safety?
A,
All hazards that are found in the workplace should be reported immediately to a
supervisor, the safety department or management. This is a standard practice that
should exist in any workplace and every employee should be made aware that this is
the appropriate action to take should they encounter any hazard or potential hazard
they discover. However, many employees may feel (justified or not) that the hazards
they encounter, sometimes on a daily basis, are just how things are and reporting them
is not necessary
B.
Determine evacuation procedures and emergency escape route assignments. ...
Implement a clear chain of command and designation of the person authorized to order
an evacuation. ...
Create procedures to account for all employees after an emergency evacuation.
C.
Company Notice Boards
Emails and Internal Intranet Systems
Registers – Incident/Accident Registers
Daily Pre-Start Meetings
Hazard/Near Miss Report Forms
Company Newsletter
WHS consultation meetings with HSRs/ HSCs (Health and Safety Committees)
D.
There are two types of maintenance: routine maintenance is planned and focuses on
preventing future problems, while corrective maintenance is reactive and happens
when equipment goes wrong and needs to be fixed.
A risk assessment should be carried out before any maintenance work begins
and work should be planned. It is best practice to keep a maintenance log which
is regularly updated. Workers should be involved in the risk assessment
process as those carrying out a maintenance task are often in the best position
to identify hazards and the most efficient ways of dealing with them.

7 Communication and presentation skills when presenting information in a training

session or presentation:
a. Name three (3) types of presentation aids or materials you use when presenting
information, and describe how you do or could use each aid to enhance the
effectiveness your presentations.
b. Describe the key reasons for communication within a learning environment.
c. Name and explain three (3) types of communication.
d. Name three (3) principles of effective communication, and explain how you use
each to ensure clear communication between you and your learners/audience.
a.
Charts
A chart is commonly defined as a graphical representation of data (often numerical) or
a sketch representing an ordered process. Whether you create your charts or do
research to find charts that already exist, it is important for them to exactly match the
specific purpose in your speech.
Training Manuals, workbook, hand outs

Training Manual, workbook, handouts – have important information, can take home
– add to it, has professional appeal, verbal feedback, continual
Models or props, such as posters

Models, props, posters – visual, colourful – everchanging, gestures, expressions, -
reinforce information, maintains interest
B. Effective communication can help to build and foster a safe learning ... learn at
school are fully transferable and essential across all aspects of life. ... Poor
communication is the main reason why students lack motivation
C.
VERBAL COMMUNICATION
Verbal communication occurs when we engage in speaking with others. It can be face-
to-face, over the telephone, via Skype or Zoom, etc. Some verbal engagements are
informal, such as chatting with a friend over coffee or in the office kitchen, while others
are more formal, such as a scheduled meeting. Regardless of the type, it is not just
about the words,
NON-VERBAL COMMUNICATION
What we do while we speak often says more than the actual words. Non-verbal
communication includes facial expressions, posture, eye contact, hand movements,
and touch. For example, if you’re engaged in a conversation with your boss about your
cost-saving idea, it is important to pay attention to both the their words and their non-
verbal communication.
WRITTEN COMMUNICATION
Whether it is an email, a memo, a report, a Facebook post, a Tweet, a contract, etc. all
forms of written communication have the same goal to disseminate information in a
clear and concise manner – though that objective is often not achieved. In fact, poor
writing skills often lead to confusion and embarrassment, and even potential legal
jeopardy

D.
1. Have A Goal
First, you need to determine what you want your audience to do or get out of your
communication. Are you positioning yourself as a thought leader or are you persuading
them to take action? Figuring out your ideal outcome at the start and intentionally
crafting your communication to reach for that goal will make it much more effective
Adjust To Your Medium

Context about where and how your communication is being consumed is a vital factor
to consider. For example, you wouldn’t say certain things through written
communication because the tone and inflection of the spoken word isn’t there. In the
same vein, you would communicate differently on the phone than face-to-face because
the other person can’t see your face, hand gestures or body language.
Visuals Are Important

When communicating with an audience, variety can go a long way. Humans
comprehend new information in a number of ways but many are primarily visual people
8 On-the-job learning:
a. Name at least two (2) issues to consider when planning and organising ‘on the job’
learning in your workplace.
b. For each issue, describe steps you could take to ensure safe and productive
learning without negatively impacting the learner, other employees, or workplace
productivity.
A.
Different learning habits
Conduct a thorough needs analysis that focuses on identifying the learning preferences
(especially relating to comfort with technology) of your audience. Use the findings to
inform your training design.
Incorporate different content types, like video, written notes, and graphics, to cater for
different learning preferences.
Lack of engagement
Incorporate practical learning activities like case studies, scenarios, role-plays and
relatable examples into your training. These activities engage learners in active
problem-solving contributing to better cognitive engagement.
9 Inappropriate learner behaviour:

a. Describe two (2) examples of inappropriate behaviour that learners may
demonstrate in a group-based training situation typical to your workplace.
b. For each example, describe at least one (1) strategy you could use to effectively
manage the behaviour.
A.
Overly talkative learner
Argumentative

Engage in side conversation

Obstinate and refuse to acknowledge other point of view
Personally clash with trainer or other learner
B.
Listen first – conduct an engaging warm up activity
At the start of training . ask learner to speak with each other about their reasons for
attending the training
Negotiate clear ground rules at the start of training

Help learner to establish and agree to their own set of ground rules
10 Recording and securing training information:

a. Describe how training records are stored and maintained in your workplace.
b. Describe how your workplace ensures security and confidentiality of training
records.
A.
Training records are stored in training room by compliance officer . ensure they are
easily accessible and are upto date,
B.
Physically secure devices and paper documents.
Controlling access to data includes controlling access of all kinds, both digital and
physical. Protect devices and paper documents from misuse or theft by storing them in
locked areas. Never leave devices or sensitive documents unattented in public
locations.
11 Evaluation and review:

a. Describe a systematic process that your workplace uses (or could use) to review
and evaluate the effectiveness of training sessions or presentations you deliver.
b. Explain the benefits of doing this.
A.
1) Reaction - what learners think and feel about the training having undertaken it.
2) Learning – how well learners have retained the knowledge delivered by the training.
3) Behaviour – how well the learner has put the knowledge into practice.
4) Results – what overall impact the training has had.

Feedback evaluation format

Discussion between trainer and learner
Management team to be involved in mentoring/presentation and evaluation stages
B.
The main purpose of evaluating a training program is to gain knowledge about whether
it has achieved or failed its objectives. Analysing the training event by using
appropriate evaluation tools can improve the outcome of future trainings to a
considerable extend. Even if the evaluation process of training is essential, it must
always be incorporated within the available framework of time and cost. Defining the
appropriate questions is the key starting point of every evaluation.

Task 10
Plan, organise and facilitate workplace learning for
individuals
Task overview
Plan, organise and facilitate workplace learning for 2 individuals
● You must train two (2) different individuals

● The objectives of each learning session must be different
! ●
●
The learning plan for each individual must include ‘on-the-job’ learning
activities
You must be able to explain how you analysed workplace routines to
identify opportunities to learn through work, without compromising
workplace safety or productivity
What to do
1. Identify the context (the workplace) and people to be trained (may be real or fictional).
2. Develop a Workplace Learning Plan for each learner.
3. Following on from the Workplace Learning Plan, prepare a 20-minute skill-based session
plan for each individual.
4. Prepare your resources/props needed to conduct the sessions.
5. The learning must be set up so that safety and workplace productivity are
maintained.
6. Conduct the training.
7. Review the learning event.

Complete for Learners 1 & 2

Background information
1 Explain how you:
a. identified the learner’s needs
a. b. analysed workplace routines to identify opportunities to learn through work.
To the candidate: replace this text with your response
To be submitted
2 Develop and document a Workplace learning plan and record with each learner.
Each plan must:
– address the needs of the learner and workplace
– enable learning through work activities and processes
– there must be a minimum of 3 sessions per learning plan with:
o 2 x planned sessions each 15 minutes each (minimum)
o 1 x observed skill based session a minimum of 20 minutes
the skill based session must be observed by your TAE assessor
 To submit:
o Workplace Learning Plan and Record
o Session Plan
3 Conduct your 1:1 training session using your Individualised Workplace Learning
Plan as a guide.
During your delivery you must show how you:
– set up a safe learning environment
– ensured that equipment and resources needed for the session are prepared
and ready for use
– used interpersonal skills to establish a safe and comfortable learning
environment
– briefed the learner on relevant safety requirements
– followed the session plan, modifying as needed to meet individual needs
– introduced learning activities that supported and reinforced new learning,
built on strengths, and identified areas for further development
– selected appropriate vocabulary, and adjusted language, tone and pace to
build and maintain engagement
– observed learner cues and changed approaches where necessary to
maintain momentum
– encouraged the learner to take responsibility for learning and to self-reflect
maintain a constructive relationship with the learner and with relevant workplace
personnel
Provide evidence of how the workplace learning was implemented, including:
Completed observation checklist—individual session

If your TAE trainer directly observes the session with your learner, submit the
observation checklist they will complete as they observe you
a.
Submit signed copy of the observation checklist for this task

4 – You must record notes following each session by completing the “Notes about
progress”. These notes should be observations on how the learner performed,
any challenges and successes that were encountered during the training.
– Once completed this Workplace learning plan and record must be signed by
both the trainer and learner to confirm achievement of the learning outcomes.
Submit 1 x Workplace Learning Plan and Record attached
Must be signed by Trainer and Learner to confirm completion
5 Collect completed feedback form (or equivalent) from the learner
Learner feedback forms attached.

Workplace learning plan and record – Learner 1
General information
Learner
Trainer
Workplace
Program Outcome
Learner information
Job title
Key duties
Language, Literacy and

Numeracy support needs
LLN support needs
Other learner support needs

(due to health, disability etc.)
Preferred way of learning
Logistics
Resources
What venue, equipment and
reference materials are needed?
Safety issues
What must you consider to ensure
a healthy and safe learning
experience? Consider safety of the
learner, the workplace, and clients.
Personnel to support the

plan
Who has direct involvement in
either approving or implementing
the workplace learning?
Other logistics
What else must be done to
organise the workplace learning
(e.g. organise rosters so the
learner can work side-by-side with
an experienced employee?)

Workplace learning pathway and record of achievement
Description Dates/s & Location Outcome Content and activities People Date
Times By the end of this stage of learning, the learner should be able to: responsible achieved
Learning program agreed upon by
Learner Name Workplace Name

Learner Signature Workplace

Supervisor
Date signed Date signed

Notes about progress and results

Date Written by Notes
To be signed once training completed
Trainer/assessor Learner signature

signature

Session plan – Learner 1
Session title Total time
Learning Outcomes
Resources
Work Health and

Safety considerations
for this session
Pre-Session
Preparation
Time Activities
INTRODUCTION
Interest
Needs
Time
Roadmap
Outcomes
Safety
BODY
Explain /
Demonstrate
Apply / Practise
Summarise
CONCLUSION
Outcomes
Feedback
Future
Feedback form: Workplace learning for an individual – Learner 1

Your Name (optional)
Facilitator
Organisation
Workplace skill/knowledge trained
Date completed
Very poor
Instructions for the learner
Excellent
Place a tick () in the appropriate column beside each statement as it
Good
Poor
Fair
applies to your learning experience.
The Facilitator
The facilitator seemed knowledgeable about the subject matter
The facilitator was well-organised for all sessions
The facilitator consistently demonstrated a collaborative approach
The facilitator continuously modified training to suit my needs
The workplace learning pathway (the learning process)
Learning goals and assessment requirements were clear from the start
The learning process was safe—for me, for others, & for my organisation
The learning progressed at a suitable pace
I can confidently and consistently apply what I learned to my job
The learning environment/s
The learning environment/s was/were suitable and comfortable
Support in the workplace
I received the time and support needed to apply skills learned
General rating
I would rate this learning experience as 

Comments
What I liked best:
Opportunities for improvement:
Other comments:

Facilitate an individual session – Observation checklist
TAE assessor to complete this checklist, then return to the candidate
RTO
Candidate name Assessor name
Learner information ☐ TAE participant ☐ Workplace-based participant
Session location
Session topic Date observed
Assessor to note duration of session, after delivery  Session duration (as delivered)
For a satisfactory result: Candidate must achieve a ‘yes’ result in at least 8 of the 10 criteria below. The other two results must be ‘somewhat’.
Assessor to complete (Y=Yes S =Somewhat N=No) Y S N Comments
Set-up – Did the candidate:
1 Set up a safe learning environment ☐ ☐ ☐
Ensure that equipment and resources needed for the session are
2 ☐ ☐ ☐
prepared and ready for use
When facilitating the session, did the candidate:
Use interpersonal skills to establish a safe and comfortable learning
3 ☐ ☐ ☐
environment and build rapport
4 Brief the learner on relevant safety requirements ☐ ☐ ☐
5 Ask questions or seek feedback to clarify understanding

Follow the session plan, modifying as needed to meet individual
6 ☐ ☐ ☐
needs
Introduce learning activities that support and reinforce new
7 ☐ ☐ ☐
learning, build on strengths, and identify areas for further

development
Use language to build and maintain engagement—e.g. select
8 ☐ ☐ ☐
appropriate vocabulary; adjust language, tone and pace
Observe learner cues and change approaches where necessary to
9 ☐ ☐ ☐
maintain momentum
Encourage the learner to take responsibility for learning and to self-
10 ☐ ☐ ☐
reflect
11 Practice ethical behaviour at all times. ☐ ☐ ☐
General comments
Result for session facilitation

Satisfactory ☐ Date
Assessor signature
Not yet satisfactory ☐ signed

Workplace learning plan and record – Learner 2
General information
Learner
Trainer
Workplace
Program Outcome
Learner information
Job title
Key duties
Language, Literacy and

Numeracy support needs
LLN support needs
Other learner support needs

(due to health, disability etc.)
Preferred way of learning
Logistics
Resources
What venue, equipment and
reference materials are needed?
Safety issues
What must you consider to ensure a
healthy and safe learning
experience? Consider safety of the
learner, the workplace, and clients.
Personnel to support the

plan
Who has direct involvement in
either approving or implementing
the workplace learning?
Other logistics
What else must be done to organise
the workplace learning (e.g.
organise rosters so the learner can
work side-by-side with an
experienced employee?)
Workplace learning pathway and record of achievement
Description Dates/s & Location Outcome Content and activities People Date
Times By the end of this stage of learning, the learner should be able to: responsible achieved
Learning program agreed upon by
Learner Name Workplace Name

Learner Signature Workplace

Supervisor

Notes about progress and results

Date Written by Notes
To be signed once training completed
Trainer/assessor Learner signature

signature

Session plan – Learner 2
Learning Outcomes
Resources
Work Health and

for this session
Pre-Session
Preparation
Time Activities
INTRODUCTION
Interest
Needs
Time
Roadmap
Outcomes
Safety
BODY
Explain /
Demonstrate
Apply / Practise
Summarise
CONCLUSION
Outcomes
Feedback
Future
Delivering Training  Assessment Booklet
Feedback form: Workplace learning for an individual – Learner 2
Facilitator
Organisation
Workplace skill/knowledge trained
Date completed
Very poor
Instructions for the learner
Excellent
Good
Poor
Fair
The Facilitator
The facilitator seemed knowledgeable about the subject matter
The facilitator was well-organised for all sessions
The facilitator consistently demonstrated a collaborative approach
The facilitator continuously modified training to suit my needs
The workplace learning pathway (the learning process)
Learning goals and assessment requirements were clear from the start
The learning process was safe—for me, for others, & for my organisation
The learning progressed at a suitable pace
I can confidently and consistently apply what I learned to my job
The learning environment/s
The learning environment/s was/were suitable and comfortable
Support in the workplace
I received the time and support needed to apply skills learned
General rating
Version 2_May 2019  33

Comments
What I liked best:
Other comments:

Facilitate an individual session – Observation checklist

TAE assessor to complete this checklist, then return to the candidate
RTO
Candidate name Assessor name
Learner information ☐ TAE participant ☐ Workplace-based participant
Session location
Assessor to note duration of session, after delivery  Session duration (as delivered)
For a satisfactory result: Candidate must achieve a ‘yes’ result in at least 8 of the 10 criteria below. The other two results must be ‘somewhat’.
2 ☐ ☐ ☐
When facilitating the session, did the candidate:
Use interpersonal skills to establish a safe and comfortable learning
3 ☐ ☐ ☐
environment and build rapport
4 Brief the learner on relevant safety requirements ☐ ☐ ☐
5 Ask questions or seek feedback to clarify understanding

Follow the session plan, modifying as needed to meet individual
6 ☐ ☐ ☐
needs
Introduce learning activities that support and reinforce new
7 ☐ ☐ ☐
learning, build on strengths, and identify areas for further


development
Use language to build and maintain engagement—e.g. select
8 ☐ ☐ ☐
appropriate vocabulary; adjust language, tone and pace
Observe learner cues and change approaches where necessary to
9 ☐ ☐ ☐
maintain momentum
Encourage the learner to take responsibility for learning and to self-
10 ☐ ☐ ☐
reflect
11 Practice ethical behaviour at all times. ☐ ☐ ☐
General comments
Result for session facilitation

Satisfactory ☐ Date
Assessor signature
Not yet satisfactory ☐ signed

Self-reflection
1 Select one of the two learning events you based this task on. Answer the following
questions about that event:
a. Describe, in detail, the learning process as it happened. Did you have to modify
the learning plan in any way? If so, explain.
b. How motivated was the learner? Did you encounter any resistance or barriers to
learning? What strategies did you use to motivate the learner and remove any
barriers identified?
c. Workplace learning must be safe for everyone involved in or affected by the
learning, and cause little or no disruption to workplace routines or productivity.
Explain how you achieved this.
2 Self-reflection: Reflect on both learning events and answer the following questions:
a. Strengths—What did you do well (include specific examples)
b. Opportunities—What could you have done better (describe your thoughts about
how to do it better next time)
c. Ongoing development—What skills will you focus on to further develop your ability
to facilitate workplace-based learning?
Deliver Training  Assessment Booklet
Task 11
Plan, organise and deliver one 20-min session to a
group of eight (8) or more learners
Task overview
This task is designed for completion during your TAE training
Plan, organise, deliver and review one 20-minute training session

to a group of eight (8) or more learners
 Other TAE program participants will be your learner group
 Your session must include a short presentation of information
Note: In the Learning Design & LLN Support cluster for task 3, you chose a unit of competency and
planned training. You can use a component of this unit of competency to plan and deliver your 20-
minute session.
What to do
1. Prepare a detailed session plan. Ensure:
– Information in the plan is clear and complete enough for any trainer following the plan to deliver
the session as intended.
– Learning outcomes are clear, measurable and appropriate for the learners.
– Resources (equipment and learning materials) are clearly identified.
– Session content reflects the learning outcomes.
– Session structure includes introduction, body and conclusion as appropriate for the session.
– Session content includes a suitable mix of instruction, explanation and formative assessment
activities (learning activities).
– Time frames for each segment of the session are documented and realistic.
– Use the Session Plan template provided or equivalent.
2. Learning resources
Prepare learning materials and/or visual aids to be used when delivering the session.
You may develop materials from scratch or modify existing materials, if suitable.
This may include:
– PowerPoint slides or equivalent
– Handouts
– Photos or visual material presented on whiteboard or flipcharts
3. Prepare for delivery

– Consider WHS issues—prepare relevant safety information for learners.
– Organise learning materials—you may develop materials from scratch, modify existing materials, or use
existing materials as-is, if suitable.
– Look through the observation checklist your trainer will use when observing your session. A copy is
provided.
– Come to assessment day with:

 two (2) copies each of your session plan (one copy for you and one for your TAE assessor)
 (if planning to use handouts) enough copies for all participants
 other materials needed to deliver the session—e.g. visual aids or props.
4. Deliver your session

– Just before delivery, set the scene (verbally)—briefly explain when, why, and to whom would you
normally deliver this session at work.
– Deliver your session.
– Complete a written self-reflection.

1
Provide a brief overview of your learning program. Describe:
a. Who you will train, where and when the training will take place.
b. How you identified the characteristics and needs of the learner group before, or at
the start of the first sessions
c. Why this training was needed—what purpose did it serve?
To be submitted
2 Session plan you prepared for this session
To the candidate: replace this text with an explanation of where in your portfolio your
assessor will find the session plan—e.g. See Attachment 01—Task 10 Session plan.
3 Learning materials and/or visual aids used to deliver the session
To the candidate: replace this text with a list of learning materials submitted, plus
explanation of where in your portfolio your assessor will find these.
4 Observation checklist: group delivery—your TAE trainer/assessor will complete this

checklist when they observe your session.
The Observation checklist has been attached for your reference. Please refer to this prior
to your presentation noting the criteria you will be assessed against.
Note: Your TAE trainer will provide a copy of this checklist on the day of your training,
therefore you do not need to copy.
assessor will find the checklist—e.g. See Attachment 02—Task 10 Observation
Checklist.
5 At the end of your training session ask learners to provide written feedback on the
Learner Feedback form: Group-based learning template provided.
assessor will find the checklist—e.g. See Attachment 03—Task 10 Learner feedback

Session plan
Learning Outcomes
Resources
Work Health and

for this session
Pre-Session
Preparation
Time Activities
INTRODUCTION
Interest
Needs
Time
Roadmap
Outcomes
Safety
BODY
Explain /
Demonstrate
Apply / Practise
Summarise
CONCLUSION
Outcomes
Feedback
Future

Learner Feedback form: Group-based learning

Note: You are required to collect 8 copies of this learner feedback form from your training session.
Training Organisation
Program title
Trainer
Training date/s
Very poor
Instructions for the participant
Excellent
Good
Poor
Fair
The trainer
The trainer was approachable
The trainer was well-organised
The trainer seemed knowledgeable about the subject matter
The trainer presented information in a clear, understandable way
The trainer actively involved all participants in the training
The trainer used examples that were relevant to my workplace
Training content and materials
The training topics matched my expectations
The number of sessions were appropriate for the content being covered
Visual aids and other training materials were easy to read and helpful
The training included a suitable range of relevant activities
I can use what I learned in my workplace
Assessment information
The assessment process was clearly explained to me
Assessment activities carried out during training were clear and fair
Training venue
The training venue was appropriate and comfortable
Required equipment was available and in working order

Very poor
Excellent
Good
Poor
Fair
General rating
Comments
What I liked best:
Other comments:

Observation checklist – Task 11

Observer to complete this checklist, then return to the candidate
RTO
Candidate name Observer name
Learner profile ☐ TAE participants ☐ Workplace-based participants ☐ Other (explain):
Session location Number of learners
Observer to note duration of session Session start time (as delivered)
Session finish time (as delivered)
Deliver a group-based session

For a satisfactory result: Candidate must achieve a ‘yes’ result for at least 15 of the 20 criteria below. Remaining results may be ‘somewhat’ or
‘no’ (maximum of three ‘no’ results permitted).
2 ☐ ☐ ☐
Introduction – Did the candidate:
3 Discuss session objectives (learning outcomes) ☐ ☐ ☐

4 Build rapport: check and acknowledge learner needs and expectations ☐ ☐ ☐
5 Give a preview of the session that meets learning outcomes and needs ☐ ☐ ☐
6 Present information needed to ensure healthy and safe learning ☐ ☐ ☐
Body
7 Secure and maintain learner interest ☐ ☐ ☐
8 Present information or demonstrate skills in a clear and logical manner ☐ ☐ ☐
Summarise key concepts at strategic points to facilitate learner

9 ☐ ☐ ☐
understanding and retention
1 Use training aids to support and consolidate learning—e.g. PowerPoints,

☐ ☐ ☐
0 posters, photos, whiteboard, chart paper, etc.
Use a range of delivery methods and facilitation styles that are

1
appropriate for diverse individuals within the group, and for the group ☐ ☐ ☐
1
overall
1 Recognises inappropriate behaviours and the potential for conflict, and

☐ ☐ ☐
2 implements strategies to maintain an appropriate learning environment

Promote collaborative learning by acknowledging and incorporating

1
learners’ diverse skills, knowledge and experiences into session ☐ ☐ ☐
3
activities
1 Provide suitable opportunities to clarify, discuss and/or apply the

☐ ☐ ☐
4 material being learned
1 Monitor verbal and non-verbal communication of participants to ensure

☐ ☐ ☐
5 individual learner needs are met
1 Conduct the session according to the plan, but modify when needed to
☐ ☐ ☐
6 meet learner needs and preferences
1
Monitor safety throughout the session ☐ ☐ ☐
7
1
Pace the session to enhance learning and meet required time frames ☐ ☐ ☐
8
Conclusion – Did the candidate:
1 Re-visit and discuss achievement of session objectives (learning

☐ ☐ ☐
9 outcomes)
2
Confirm next steps as appropriate ☐ ☐ ☐
0
General comments

Result for session delivery

Satisfactory ☐ Observer signature
Not yet satisfactory Observer contact Date signed
☐
details

Activities
Self-reflection
After delivery, reflect on your session and answer the questions below:
a. Strengths—What did you do well (include specific examples)
b. Opportunities—What could you have done better (describe your thoughts about how to do
it better next time)
c. Ongoing development—What skills will you focus on to further develop your ability to
deliver presentations and group-based learning?
To the candidate: replace this text with your response to the questions.

Task 12
Plan, organise and deliver two consecutive, 40-min
sessions to a group of eight (8) or more learners
Task overview
This task is designed for completion in your workplace or simulated learning environment.
If time permits it may be conducted during the workshop.
Plan, organise, deliver and review

two (2) consecutive sessions from a learning program
to a group of eight (8) or more learners. You will incorporate LLN strategies from
the first cluster
! Each session must be at least 40 minutes long (i.e. 80 minutes’ total)
What to do
1. Prepare a detailed session plan. Ensure:
– Information in the plan is clear and complete enough for any trainer following the
plan to deliver the session as intended.
– Learning outcomes are clear, measurable and appropriate for the learners.
– Resources (equipment and learning materials) are clearly identified.
– Session content reflects the learning outcomes.
– Session structure includes introduction, body and conclusion as appropriate for
the session.
– Session content includes a suitable mix of instruction, explanation and formative
assessment activities (learning activities).
– Time frames for each segment of the session are documented and realistic.
Use the Session Plan template provided or equivalent.
2. Learning resources
Prepare learning materials and/or visual aids to be used when delivering the session.
You may develop materials from scratch or modify existing materials, if suitable.
This may include:
– PowerPoint slides or equivalent
– Handouts
– In addition to the resources you develop you need to demonstrate that you
customised learning or assessment resource to accommodate for LLN.
– Submit one learning or assessment resource, modified and used in your session
to support the learner/s with identified LLN needs

3. Prepare for delivery

– Consider WHS issues—prepare relevant safety information for learners.
– Organise learning materials—you may develop materials from scratch, modify existing
materials, or use existing materials as-is, if suitable.
– Look through the observation checklist your trainer will use when observing your
session. A copy is provided.
– Come to assessment day with:
 two (2) copies each of your session plan (one copy for you and one for your TAE
assessor)
 (if planning to use handouts) enough copies for all participants
 other materials needed to deliver the session—e.g. visual aids or props.
4. Deliver your session

– Just before delivery, set the scene (verbally)—briefly explain when, why, and to whom
would you normally deliver this session at work.
– Deliver your session.
– Complete a written self-reflection.

1 Provide a brief overview of your learning program. Describe:
a. Who you will train, where and when the training will take place.
b. How you identified the characteristics and needs of the learner group before, or at
the start of the first sessions
c. Why this training was needed—what purpose did it serve?
d. How and with whom you will confirm delivery arrangements.
e. Describe at least one instructional strategy you used in your session to support and
upskill learner/s in the targeted core skill/s.
f. Describe at least one targeted assessment strategy you offered or used in your
session, to address the identified LLN needs
. To the candidate: replace this text with your response
To be submitted
2 Session plans you prepared for each of the two sessions
assessor will find the session plan—e.g. See Attachment 01—Task 11 Session plan
3 Learning materials and/or visual aids used to deliver the session
To the candidate: replace this text with a list of learning materials submitted, plus
explanation of where in your portfolio your assessor will find these.
4 Evidence of delivering the two sessions
Observed by a TAE trainer/assessor

Ask a TAE trainer/assessor, who holds a current TAE40110 or TAE40116 certificate to
directly observe your two sessions and submit the observation checklists that they will
complete as they observe you. You must also submit a copy of their current TAE
certificate.
To the candidate: replace this text with an explanation of where in your portfolio your assessor will
find the checklist—e.g. See Attachment 02—Task 11 Observation Checklist.
5 At the end of each of your training sessions ask learners to provide written feedback on
the Learner Feedback form: Group-based learning template provided. You need to
submit a minimum of 8 feedback sheets across session 1 and session 2.
assessor will find the checklist—e.g. See Attachment 03—Task 11 Learner feedback

Session plan 1
Learning Outcomes
Resources
Work Health and

for this session
Pre-Session
Preparation
Time Activities
INTRODUCTION
Interest
Needs
Time
Roadmap
Outcomes
Safety
BODY
Explain /
Demonstrate
Apply / Practise
Summarise
CONCLUSION
Outcomes
Feedback
Future

Session plan 2
Session title SITHKOP001 Clean kitchen premises and Total time 40

equipment
Learning Outcomes By the end of this training session, learners should be able to:
To know different types of cleaning agents
Type of sanitizing
How to clean properly.
Resources Zoom, PowerPoint,
pictures to share on screen
videos
Work Health and Ensure everyone can use following features of Zoom:
Safety considerations Chat
for this session Breakout rooms
Hand up if questions
Pre-Session Prepare PowerPoint, practise zoom and get resources ready to share via screen share
Preparation Prepare for resources to teach
Time Activities
INTRODUCTION
Interest Interest: Welcome everyone , make sure everyone is sitting comfortably.
Acknowledge responses,
Needs Needs: as in food safety cleaning and sanitizing is must.
Time Time: 40 minute session with 2 video

Roadmap Roadmap:
Outcomes Discuss different types of cleaning agents
Discuss types of sanitizing
Safety How to clean and sanitize
How to clean a commercial equipment
Outcome
By the end of this training session, learners should be able to:
To know different types of cleaning agents
Type of sanitizing
How to clean properly
Safety: No safety concerns for this specific session . Make sure everyone is sitting
comfortably
Time: 40 minute session with 2 video
BODY
Explain / Discussion using PowerPoint as visual
Demonstrate 1. Types of cleaning agents
2. Types of sanitizing
3. How to clean and sanitize commercial kitchen
4. How to clean step by step commercial equipment
5.https://www.youtube.com/watch?v=RAFMIXPq9BE

Time Activities
• 6. https://www.youtube.com/watch?v=OlZQIkCybdQ
Apply / Practise A video to teach how to make disinfectant at home

Show the videos
Ask questions
Give feedback or any questions asked
Summarise
Recap
Importance of right cleaning agent
Factors for sanitizing
Ask questions of learners at end and get responses to check understanding
CONCLUSION
Outcomes To know different types of cleaning agents
Type of sanitizing
Feedback How to clean properly.
Future Feedback.
Give feedback or answer questions if group have any.

Learner Feedback form: Group-based learning

Note: You are required to collect 8 copies of this learner feedback form across session 1 or 2 of your training
sessions.
Training Organisation
Program title
Trainer
Training date/s
Very poor
Excellent
Good
Poor
Fair
The trainer
The trainer was approachable
The trainer was well-organised
The trainer seemed knowledgeable about the subject matter
The trainer presented information in a clear, understandable way
The trainer actively involved all participants in the training
The trainer used examples that were relevant to my workplace
Training content and materials
The training topics matched my expectations
The number of sessions were appropriate for the content being covered
Visual aids and other training materials were easy to read and helpful
The training included a suitable range of relevant activities
I can use what I learned in my workplace
Assessment information
The assessment process was clearly explained to me
Assessment activities carried out during training were clear and fair
Training venue
The training venue was appropriate and comfortable
Required equipment was available and in working order

Very poor
Excellent
Good
Poor
Fair
General rating
Comments
What I liked best:
Other comments:

Observation checklist – Task 12

Observer to complete this checklist, then return to the candidate
RTO
Candidate name Observer name
Learner profile ☐ TAE participants ☐ Workplace-based participants ☐ Other (explain):
Session location Number of learners
Observer to note duration of session Session start time (as delivered)
Session finish time (as delivered)

\
Deliver a group-based session

For a satisfactory result: Candidate must achieve a ‘yes’ result for at least 15 of the 20 criteria below. Remaining results may be ‘somewhat’ or
‘no’ (maximum of three ‘no’ results permitted).
2 ☐ ☐ ☐
Introduction – Did the candidate:
3 Discuss session objectives (learning outcomes) ☐ ☐ ☐

4 Build rapport: check and acknowledge learner needs and expectations ☐ ☐ ☐
5 Give a preview of the session that meets learning outcomes and needs ☐ ☐ ☐
6 Present information needed to ensure healthy and safe learning ☐ ☐ ☐
Body
7 Secure and maintain learner interest ☐ ☐ ☐
8 Present information or demonstrate skills in a clear and logical manner ☐ ☐ ☐
Summarise key concepts at strategic points to facilitate learner

9 ☐ ☐ ☐
understanding and retention
1 Use training aids to support and consolidate learning—e.g. PowerPoints,

☐ ☐ ☐
0 posters, photos, whiteboard, chart paper, etc.
Use a range of delivery methods and facilitation styles that are

1
appropriate for diverse individuals within the group, and for the group ☐ ☐ ☐
1
overall
1 Recognises inappropriate behaviours and the potential for conflict, and

☐ ☐ ☐
2 implements strategies to maintain an appropriate learning environment

Promote collaborative learning by acknowledging and incorporating

1
learners’ diverse skills, knowledge and experiences into session ☐ ☐ ☐
3
activities
1 Provide suitable opportunities to clarify, discuss and/or apply the

☐ ☐ ☐
4 material being learned
1 Monitor verbal and non-verbal communication of participants to ensure

☐ ☐ ☐
5 individual learner needs are met
1 Conduct the session according to the plan, but modify when needed to
☐ ☐ ☐
6 meet learner needs and preferences
1
Monitor safety throughout the session ☐ ☐ ☐
7
1
Pace the session to enhance learning and meet required time frames ☐ ☐ ☐
8
1
Used at least one targeted LLN instructional strategy/ies as described ☐ ☐ ☐
9
2 Offered or used at least one assessment strategy that directly targeted

☐ ☐ ☐
0 identified needs, as described
2
Used at least one customised learning resource as described ☐ ☐ ☐
1
Conclusion – Did the candidate:


2 Re-visit and discuss achievement of session objectives (learning
☐ ☐ ☐
2 outcomes)
2
Confirm next steps as appropriate ☐ ☐ ☐
3
General comments
Result for session delivery

Satisfactory ☐ Observer signature
Date
Not yet satisfactory Observer contact signed
☐
details

Self-Reflection
After delivery, reflect on your session. Answer the questions below:

a. Describe at least one example of how you identified and responded to needs of individual
learners within the group, as the sessions progressed.
b. Strengths—What did you do well (include specific examples)
c. Opportunities—What could you have done better (describe your thoughts about how to do
it better next time)
d. Ongoing development—What skills will you focus on to further develop your ability to
deliver presentations and group-based learning?
About the LLN strategies/support used:
e. Describe the strengths and weaknesses of the instructional and assessment strategy/ies
used to address identified LLN needs
f. How would you improve the effectiveness of the targeted strategy/ies if you were to deliver
this session again? Explain or justify your answer.
g. Describe the effectiveness of the customised learning or assessment resource used to
address identified LLN needs
h. What improvements would you make to this resource if you were to use it again? Explain
or justify your answer.
i. Identify the two (2) most useful strategies or insights you have gained about how to
address LLN needs of adult learners.
To the candidate: replace this text with your response to the questions.

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Version control & document history

Version 3_Jan 2020  2

Version 3_Jan 2020  3

UNITS OF COMPETENCY ASSESSED

Version 3_Jan 2020  4

SUBMIT YOUR ASSESSMENTS

 Phone 9919 7888

@ Email dianne.mahoney@ vu.edu.au

Version 3_Jan 2020  5

Version 3_Jan 2020  6

a. Learning styles is like personal learning preference , because each adult is

c.understanding the learning styles

Version 3_Jan 2020  7

3 Principles of adult learning:

4 Inclusivity and support:

Version 3_Jan 2020  8

d. Have different backgrounds (educational, ethnic, employment, etc)

B. Auditory: Auditory learners learn best through listening and/or conversation.

Kinesthetic: Kinesthetic learners learn best while moving and/or touching a

c. 1. Disruptive/attention seeking behaviour

Becomes easily frustrated.

Version 3_Jan 2020  9

b.At the start of the training event

2) State the “what’s-in-it-for-me” information at the beginning.

c. Throughout training delivery, what do you do to maintain a healthy and safe

Version 3_Jan 2020  10

Version 3_Jan 2020  11

7 Communication and presentation skills when presenting information in a training

Training Manuals, work- book, hand outs

Models or props, such as posters

Version 3_Jan 2020  12

Adjust To Your Medium

Visuals Are Important

9 Inappropriate learner behaviour:

Version 3_Jan 2020  13

Engage in side conversation

Negotiate clear ground rules at the start of training

10 Recording and securing training information:

11 Evaluation and review:

4) Results – what overall impact the training has had.

Version 3_Jan 2020  14

Feedback evaluation format

Version 3_Jan 2020  15

Plan, organise and facilitate workplace learning for 2 individuals

● You must train two (2) different individuals

Version 3_Jan 2020  16

Complete for Learners 1 & 2

Completed observation checklist—individual session

Version 3_Jan 2020  17

Learner feedback forms attached.

Version 3_Jan 2020  18

Workplace learning plan and record – Learner 1

Language, Literacy and

Other learner support needs

Personnel to support the

Version 3_Jan 2020  19

Workplace learning pathway and record of achievement

Learning program agreed upon by

Learner Name Workplace Name

Version 3_Jan 2020  20