Structure for the TAE40122 qualification
I have recently looked at a proposed selection and sequence of units for the new TAE40122 Certificate IV in Training and Assessment qualification. The following has been suggested as the units, order of units, and clustering of units.
I didn’t like the above for many reasons. For me, it is incoherent and would result in significant duplication of assessment tasks. TAE student and TAE assessors would be burgeoned by additional and unnecessary workload.
The following is my suggested sequence and clustering of the same units. It consists of five learning block. Also, it includes my estimated duration for trainer-led delivery of the TAE40122 qualification.
The following diagram illustrates the logic or the rationale for my sequence and clustering. It makes sense to start with the big picture being an introduction to the Australian VET system. Followed by how to design and deliver training, how to conduct and validate assessment, and how to deliver training and conduct assessment in an online environment. The TAE40122 training program concludes by covering how to work effectively in the VET sector, including the ongoing professional development after the the training program has concluded.
My proposed structure and sequence gives a sensible and logical flow to the Certificate IV in Training and Assessment qualification. It brings focus to the topics of training and assessment.
The new TAE units of competency are complex and consist of a duplication of content. The above suggested structure for the TAE40122 qualification aims to simplify and combine assessment requirements.
Here is an example about how I have created an integrated assessment approach for the Training learning block.
First, I have taken a typical systematic approach to training.
Next, I identified two broad functions performed by a trainer that are specified by the various TAE units of competency:
- Small group training
- Work-based learning.
Note: A small group is defined as being a group of at least four learners, and the scope of work-based learning is the training of an individual.
The following jumps a few steps to show you some details of my assessment tasks for the six units of competency that have been clustered together for the Training learning block.
The following takes away some of the above details and give an outline of my integrated assessment approach.
Generally, the new TAE units of competency have been poorly designed. They are complex and can be confusing. Some common content is duplicated across various TAE units of competency. But, this should not mean that the delivery of the TAE40122 qualification should be complicated and confusing.
This article illustrates how to design a TAE40122 training program so that it simple, logical, and avoids duplication of content. An integrated assessment approach can minimise the workload of TAE students and TAE assessors.
If you work for an RTO with the TAE40122 qualification on its scope of registration, and if you are trying to figure out how to implement it, please give me a call on 0493 065 396 to discuss how I could help you.
Do you need help with your TAE studies?
Are you a doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?
Ring Alan Maguire on 0493 065 396 to discuss.
Training trainers since 1986
2 thoughts on “Selection and sequence of units for the TAE40122 qualification”
Your approach is eminently logical and clearly sequenced.
The best small groups, related to learning was trialled and found that when sharing resources the best group size was 2, but if the group was required to discuss things then 3 was the ideal small group after that (4 or more) it was found that the more vocal person/s took control, pushing the less vocal to the back…