TAEMAY11day

**Welcome to the TAEMAY-day 2011 course**
TAEProjects Project files can be found at this link TAEMAYWholeProgram TAExProject4A TAExProject4B&5 Timetable for Delivery on this page for Jun30 and July 21
 * An outline of the program is listed below **

All about why we use WIKIs media type="youtube" key="-dnL00TdmLY" height="349" width="425" align="center"

** Certificate IV in Training & Assessment (TAE40104) ** ** Learning Program **

**TAE40110 Certificate IV in Training and Assessment **
 * //Unit Code // || //Unit Title // || //Core or Elective // ||
 * TAEDES402A || Use training packages and accredited courses to meet client needs || C ||
 * TAEDES401A || Design and develop learning programs || C ||
 * TAEDEL401A || Plan, organise and deliver group-based learning || C ||
 * TAEDEL402A || Plan, organise and facilitate learning in the workplace || C ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">TAEDEL301A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Provide work skill instruction || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">E ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">BSBCMM401A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Make a presentation || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">E ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">TAEASS401A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Plan assessment activities and processes || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">C ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">TAEASS402A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Assess competence || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">C ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">TAEASS403A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Participate in assessment validation || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">C ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">TAETAS401A || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm;">Maintain training and assessment information || <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 200%; margin: 6pt 0cm; text-align: center;">E ||

Full program plus Projects (will be handed out in class)

** Introduction ** <span style="color: black; display: block; font-family: Calibri; font-size: 10pt; margin: 6pt 0cm; text-align: justify;">The program has been designed for you to gain formal recognition of a nationally recognised qualification, the TAE40104 Certificate IV in Training and Assessment (Cert IV in TAA). The full qualification contains 10 competency standards; 7 core (C) plus 3 electives (E). These are also known as Units of Competency or Units. The 10 Units are written as detailed documents that describe the current minimum standards for trainers and assessors who are responsible for training and assessing learners who will gain all or part of a recognised qualification. A summary of each Unit is provided. The full units can be downloaded from the National Training Information Service website [|www.ntis.gov.au].
 * Unit ** ** Summaries **

1. Develop a work-based learning pathway 2. Establish the learning-facilitation relationship 3. Implement work-based learning pathway 4. Maintain and develop the learning/facilitation relationship 5. Close and evaluate the learning/facilitation relationship 6. Monitor and review the effectiveness of the work-based learning pathway || TAEDEL401A Plan, organise and deliver group-based learning 1. Interpret learning environment and delivery requirements 2. Prepare session plans 3. Prepare resources for delivery 4. Deliver and facilitate training sessions 5. Support and monitor learning || 1. Select appropriate training package or accredited course 2. Analyse and interpret the qualifications framework 3. Analyse and interpret units of competency and accredited modules 4. Contextualise units and modules for client applications 5. Analyse and interpret assessment guidance || TAEDES401A Design and develop learning programs 1. Define parameters of the learning program 2. Work within the vocational education and training (VET) policy framework 3. Develop program content 4. Design structure of the learning program || 1. Determine assessment approach 2. Prepare the assessment plan 3. Develop assessment instruments || TAEASS402A Assess competence 1. Prepare for assessment 2. Gather quality evidence 3. Support the candidate 4. Make the assessment decision 5. Record and report the assessment decision 6. Review the assessment process || 1. Prepare for validation 2. Contribute to validation process 3. Contribute to validation outcomes || TAETAS401A: Maintain training and assessment information 1. Provide initial and ongoing information and advice on training and assessment services 2. Complete training and assessment records 3. Complete reporting requirements || 1. Organise instruction and demonstration 2. Conduct instruction and demonstration 3. Check training performance 4. Review personal training performance and finalise documentation || BSBCMM401A Make a presentation 1. Prepare a presentation 2. Deliver a presentation 3. Review the presentation ||
 * Establish effective work environment for learning
 * Establish effective work environment for learning
 * TAEDES402A Use training packages and accredited courses to meet client needs
 * TAEASS401A Plan assessment activities and processes
 * TAEASS403A Participate in assessment validation
 * TAEDEL301A

** Projects ** <span style="display: block; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 6pt; text-align: justify;">To get formal recognition for the TAE40110 Certificate IV in Training and Assessment qualification, you must be assessed. Eight Projects have been designed for this purpose. Each Project is summarised below, with details provided to you separately. The details specify the instructions, the criteria you must meet and the documents you need to submit. Templates are provided where applicable. Refer to the Timetable to see when work on the Projects is scheduled within the program. You may need to do some other research and/or preparatory work out of class.

You will get feedback on your work. If your work does not meet the required standard(s) you will be advised about the additional work you need to do, then have the opportunity to re-do and re-submit all or part of the Project; whichever is applicable.

<span style="display: block; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 6pt; text-align: justify;">Assessment appeal: If you disagree with an assessment decision you have the right to appeal. In the first instance, talk with the assessor and if the situation is not resolved you will be advised about the next step. Project documents will be collected during the program and all of them must be finished by the last day, of the course. ** Projects /Assignments Overview ** **// VET Sector //** || Individual task searching for your Training Package / Accredited course in your area of expertise. ||  || **// COACH A COLLEAGUE //**** //PLANNED LEARNING AT WORK// ** || A) Write a work-based learning plan for a colleague from this group; include a coaching session.  B) Coach your colleague on a work-based skill. Participate in other coaching sessions. Review the sessions. In a group, write a work-based learning plan for a ‘typical’ learner or group you will work with in the future. ||  || **// TRAIN A TRAINER PLANNED LEARNING AT WORK //** || Coach a colleague on a work-based skill. Participate in other coaching sessions as a learner and observer. Review the sessions. In a group, write a work-based learning plan for a ‘typical’ learner or group you will work with in the future. ||  || **// LEARNING PROGRAMS //** || Develop two learning programs; A) one in a group B) the other independently or with a partner ||   || **// FACILITATE A GROUP //** || A) Prepare sequential session plans for the second learning program and use these to B) facilitate learning of individuals in a group. Participate in other group sessions. Review the sessions. C) Assess the competence of one or more learners against a recognised standard. ||  || **// RPL //** || Participate in three RPL assessment role plays. Prepare for the role plays and review the RPL process. ||   || **// VALIDATE IT //** || A) Participate in an assessment validation activity. Record the processes and findings. B) Participate in another assessment validation activity. Record the processes and findings. ||  || **// PAST PRESENT FUTURE //** || Write a report that summarises your learning throughout the program and how you will use this in the future. ||   || ** Attendance **  Housekeeping and classroom times to be negotiated during the first class. <span style="color: black; display: block; font-family: Calibri; font-size: 10pt; margin: 6pt 0cm; text-align: justify;">Attendance at every classroom session in the program is important as these will help you develop and demonstrate your knowledge and skills in a supported team environment. These have been designed for you to be actively involved in the learning and assessment process to develop your knowledge and skills. Your attendance will also reduce the work you need to do away from the program.
 * ** Project ** || ** Summary ** || ** Due Dates ** ||
 * Project 1
 * Project 2
 * Project 3
 * Project 4
 * Project 5
 * Project 6
 * Project 7
 * Project 8

** Support ** <span style="color: black; display: block; font-family: Calibri; font-size: 10pt; margin: 6pt 0cm; text-align: justify;">The teachers in the Teacher Development Unit (TDU) at Victoria University work with individuals and organisations to develop their training and assessing skills to the current standards as defined in the Certificate IV in Training and Assessment qualification. If you have a physical, learning or other disability that may affect your learning, please talk with the facilitators to discuss how you may be supported. Please refer to the handout //“Getting involved and getting help”// for further information about Victoria University Student Learning Support services. Handouts relating to the program content will be provided to you. Relevant web site addresses will also be provided. Group protocols will be negotiated on the first day. These will be used to support our effective work together. Please contact the facilitators if you need further clarification and assistance. Please make an appointment if you need to discuss matters that require significant time.
 * Contact Information **

Location: Victoria University, Teacher Development Unit (TDU), 8 Whitehall Street Footscray POSTAL Victoria University, Whitehall St campus, PO Box 14428, Melbourne 8001

Robert Douglas (Full time) Robert.Douglas@ vu.edu.au T: 9919 8460 Alison Hollands RE RPL Mon & Wed. Alison.Hollands@vu.edu.au T: 9919 8351 ** Results ** <span style="display: block; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 6pt; text-align: justify;">You will be emailed feedback and a result for each Unit. Final results are graded ‘PP’ = Competent or ‘NN’ = Not Yet Competent. The final result for each Unit will appear on your Academic Transcript and Statement of Results. ** Formal Recognition ** To receive formal recognition (a Statement of Results and/or an Academic Transcript) formal application is required within six weeks of successfully completing all the coursework and projects. To receive the Award (i.e. the Certificate), formal application is essential. To apply for the Award see VU Website [|www.vu.edu.au] at [].

**// Timetable for classes subject to change and a guide only //** // ENROLMENT and INDUCTION // // INTRODUCTIONS // // COURSE OUTLINE // // RPL // // SUPPORT SERVICES AT VU // // TOUR // // Project 1 VET SECTOR // // Project 2COACH A COLLEAGUE PLANNED LEARNING AT WORK // // Project 3TRAIN A TRAINER PLANNED LEARNING AT WORK // // Project 4 LEARNING PROGRAMS // // Project 5 FACILITATE A GROUP // // Project 6 RPL // // Project 7 VALIDATE IT // // Project 8 PAST PRESENT FUTURE // || // Ice breaker activity // // Introductions and occupations // // Basic housekeeping // // Being a student again, // // Program overview and Assessment // // Group protocols // // Video “You’ll soon get the hang of it” // // Instructional design (Who?) // // Learning styles – **VAK** // // Learning theories examine the TAA Toolbox for the four learning theories // **// WIKI //** // Details for Projects 2 & 3 // || // PRESENTATION OF **LEARNING THEORIES AND STRATEGIES** // // Recap of things learned about the theories and the training experience // **// Project 8 PAST PRESENT FUTURE //** // (Record your feedback from the group for project 8) // // Training Needs Analysis (TNA the class Interview and pair work //// ) // // Instructional design (WWWWWH) // // Adult learning principles – SMARTE clear learning outcomes // **// Project 2COACH A //****// COLLEAGUE PLANNED //****// LEARNING AT WORK //** // Compare notes with others in the group as to the efficacy of your training approach. // || **// Project 2COACH A COLLEAGUE PLANNED LEARNING AT WORK //** **// Coaching session in triads //** **// Project 8 //**// (Record your feedback from the group for project 8) // // Delivery of one to one lesson, assessment and observations (in a group of three) // // Active – Passive Learning // // Cone of learning // // Communication // // Demonstrating skills // // Learning activities // // PART – Honey and Mumford // || **// Project 1 VET SECTOR part one //** // VET sector overview ////, //// History // // AQTF Useful websites // // National training framework // // National Training Packages and State/National Accredited courses // // Unpacking Units: Visualising competence // // Unpacking Units: Employability Skills, LLN and dimensions of competence // // National Coding // **// Project 3 TRAIN A TRAINER PLANNED LEARNING AT WORK //** **// Preparation for //** // Instructional design / Coaching Plan // || **// Project 1 VET SECTOR part two //** // Did you know? VET sector overview // // AQTF // // Useful websites // // Unpacking Units: Visualising competence // // Units for use in first Training Program **Project 4 LEARNING PROGRAMS** // **// Project 3 TRAIN A TRAINER PLANNED LEARNING AT WORK //** // Delivery of one to one lesson, assessment and observations (in a group of three) // // Instructional design / Coaching Plan // **// Project 8 PAST PRESENT FUTURE //** // (Record your feedback from the group for project 8) // || **// LEARNING PROGRAMS //** || **// 8. Thursday Jun 9 ASSESSMENT //** || **// 9. Thursday Jun 16 LEARNING PROGRAMS //** || **// Project 5 A: LEARNING PROGRAMS //** // Program plan template // // PART – Honey and Mumford // // e-learning methods // || // ASSESSMENT //// Why do we assess people? // // What do we gain from it? // // Simple test – to get the class going covers all of the elements of assessment. // // Principles of Assessment(VRFF) // // Rules of Evidence(VACS) // // Planning Assessment planning – The Plan, Assessment methods, tools and mapping // || **// Project 4 LEARNING PROGRAMS GROUP //** // Units for use in first Training Program Instructional design WWWWWH // **// Information guides //**// for your lesson program // // TRAINER TECHNIQUES AND LEARNER ACTIVITIES QUESTION TYPES FOR THEIR LESSON PLANS GLOSS, EAST, OFF in the lesson plans DEMONSTRATION LESSON // || // For individual lessons // // Being a peer assessor // // Working in groups of 2-3 on programs // || **// Project 5: FACILITATE A GROUP - Group A //**// Assessments for your learning program // **// Project 8 PAST PRESENT FUTURE //**// (Record your feedback from the group for project 8) // || **// Project 5: FACILITATE A GROUP - Group B //**// Assessments for your learning program **Project 8 PAST PRESENT FUTURE** (Record your feedback from the group for project 8) // || **// Project 8 PAST PRESENT FUTURE //**// (Record your feedback from the group for project 8) // || // Recap Assessment Assessment planning – // // The Plan, Assessment methods, tools and mappingRPL assessment // // Simulation //// RPL **PROJECT 6 RPL** // **// PREPARATION FOR RPL ASSESSMENT //** || **// PROJECT //****// 6 RPL //** // RPL assessment in Triads and first Validation session // **// Project //****// 7 //****// : //****// VALIDATE IT ASSESSMENT TOOLS USED IN THE RPL PROCESS //** ||
 * **// 1. 28APR-11-DAY ENROLMENT AND INDUCTION AND COURSE //** || **// 2. Thursday May 5 //** **// LEARNERS AND LEARNING / ESTABLISH PROTOCOLS //** || **// 3. Thursday May 12 //** **// LESSONS ONE TO ONE //** ||
 * **// Enrolment and induction and course //**
 * **// 4. Thursday May 19 LESSONS ONE TO ONE //** || **// 5. Thursday May 26 VET SECTOR & COACHING //** || **// 6. Thursday Jun 2 VET SECTOR & COACHING //** ||
 * // RECAP of last weeks lessons //
 * **// 7. TBC maybe Saturday Jun 4* //**
 * **// Planning for your learners //**
 * **// 10. Thursday Jun 23 LEARNING PROGRAMS //** || **// 11. TBC Thursday Jun 30 FACILITATION //** || **// 12. TBC maybe Thursday Jul14 FACILITATION //** ||
 * **// Project 4 LEARNING PROGRAMS GROUP //**
 * **// 13. Thursday Jul 21 FACILITATE A GROUP //** || **// 14. Thursday Jul 28 RPL ASSESSMENT //** || **// 15. Thursday Aug 4 RPL ASSESSMENT VALIDATION / REFLECTION //** ||
 * **// Project 5: FACILITATE A GROUP - Group B //**// Assessments for your learning program //
 * **// 16. Thursday Aug 11 VALIDATION //** || **// 17. TBC maybe Thursday Aug 18 //** || **// 15. //** ||
 * **// Project //****// 7 //****// : //****// VALIDATE IT VALIDATE A UNIT AND VALIDATE AN ASSESSMENT POLICY //**// Group //// LUNCH // || // ASSESSMENTS DUE // ||  ||


 * Useful software - free**

Picasa 3 [] organise and edit photos
Using Picasa 3 to organise your photos media type="youtube" key="rskC6c_5L1M" height="349" width="425" YouTube [] film clips (see this page) Irfanview [] crop photos and screen shots media type="youtube" key="ax9u8_ZOb9U" height="349" width="425" Photostory 3 [] make a moving picture/voice/music presentation YouTube video shows how this program can be used for creating simple presentations media type="youtube" key="569Ib9o4nuw" height="349" width="425" Jing [] live capture of your screen with comments media type="youtube" key="rwMon5diIvE" height="349" width="560" Prezi http://prezi.com/ ways of presenting information media type="custom" key="9716062" Prezi Presentation about Prezi