Modification History
Version |
Comments |
TAEDEL502A |
Released with TAE10 Training and Education Training Package version 2.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to provide high level facilitation practices in a vocational education and training context. It also focuses on achieving continuous improvement through reflective practice.
Application of the Unit
This unit typically applies to those utilising a range of techniques across a range of contexts to create the best learning outcomes for participants within a vocational education context, such as a Registered Training Organisation (RTO).
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
1. Extend facilitation practices |
1.1 Update knowledge of learning methods, facilitation techniques and learning theories to improve delivery and facilitation practices 1.2 Maintain currency of vocational competencies and related subject matter expertise 1.3 Practise flexibility, innovation and responsiveness in facilitation practice 1.4 Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches |
2. Prepare for complex environments |
2.1 Identify environmental conditions and their potential impact on teaching practice 2.2 Manage the constraints to delivery with relevant personnel 2.3 Review and adjust training and assessment strategies to address the constraints of complex environments |
3. Prepare for learners with complex needs |
3.1 Research the characteristics of learners with complex needs and identify potential barriers to learning 3.2 Develop and adjust training and assessment strategies and customise learning materials to meet needs |
4. Develop learner independence |
4.1 Enhance learner experiences using a range of learning methods and inclusive practices 4.2 Acknowledge and address potential barriers to learning 4.3 Encourage learners towards self-directed learning by establishing enabling processes |
5. Reflect on, and improve practice |
5.1 Seek input from other relevant personnel about teaching, facilitation and learning practices 5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement 5.3 Implement the documented improvement plan, review and adjust as required |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills |
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Required knowledge |
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Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
The candidate must be able to show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners or in a different learning context. |
Context of and specific resources for assessment |
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace. |
Method of assessment |
Critical aspects of evidence for the 3 units:
are intended to be assessed in the context of a ‘practicum’. A holistic assessment covering these three units can be accessed on the IBSA website to support such assessment. |
Guidance information for assessment |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Complex environments may include: |
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Learners with complex needs may include: |
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Unit Sector(s)
Delivery and facilitation
Custom Content Section
Not applicable.