TAEDEL415 — Complete a practicum in a vocational education and training environment

Elements & performance criteria

Performance evidence

• participate in a minimum of 30 hours of practicum in a vocational education and training (VET) environment.
• The above 30 hours must consist of:
• 15 hours of either face-to-face or online facilitation, or a combination of both, based on nationally recognised products, either co-delivering with, or being directly observed by, a qualified VET teacher and/or trainer, including:
• a minimum of 10 hours with groups of at least 4 learners
• at least 1 training session of a minimum of 30 minutes observed by the assessor of this unit
• 15 hours completing the following tasks, with a minimum of 2 hours spent on each:
• seeking feedback from learners and other qualified VET teachers and/or trainers
• observing other qualified VET teachers and/or trainers facilitating training
• undertaking professional development to inform own facilitation techniques.
• In the course of the above, the individual must:
• document their learning from other qualified VET teachers and/or trainers, via observations and conversations
• gather feedback from:
• at least 1 supervising VET teacher and/or trainer
• 2 learners
• review the success of own training delivery and performance and propose changes to own teaching and training practice.

Knowledge evidence

• learning theories and methods suitable for entry-level VET teachers and trainers
• VET contexts, delivery modes, and facilitation techniques relating to own role and appropriate to support diverse learning needs
• training and learning resources required for delivery
• practices and methods that promote safe and inclusive learning environments, including:
• providing learners with information that gives a clear and accessible introduction to the learning environment
• establishing strategies and protocols for inclusive and respectful peer interaction and support
• using appropriate and inclusive language
• identifying and addressing own work health and safety (WHS) responsibilities
• strategies and processes for identifying learner characteristics and needs
• strategies and processes for identifying and referring to learner support services within and external to the registered training organisation (RTO), including support relating to:
• foundation skills, including language, literacy, numeracy, digital literacy and employment skills
• learning needs, including needs that prevent or hinder learners from making use of provided delivery and/or facilities
• procedures and techniques to ensure own teaching and training practice reflects units of competency and their assessment requirements
• sources of professional development within and external to an RTO
• organisational policies, procedures and practices relating to own role, including for seeking feedback on own facilitation techniques from learners
• reflective practice techniques
• methods of receiving constructive feedback and integrating feedback into own teaching and training practice.

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications to: access and exchange information required in own role; develop and customise session and delivery plans and resources
• Oral communication: Uses communication techniques to build rapport, explore requirements, and facilitate training using language suited to individual and group contexts; Interacts effectively with teachers and/or trainers to learn about their teaching and training practices and to seek feedback on own performance
• Reading: Identifies and interprets documentation relevant to the learning context, including planning documents, learning materials, and policies and procedures
• Writing: Develops and maintains documentation in response to required needs
• Planning and organising: Organises and completes work according to defined requirements and timeframes, taking responsibility for decisions and sequencing tasks to achieve efficient training outcomes
• Problem solving: Identifies and responds to problems and opportunities for improvement, building on strengths and considering options for different approaches
• Self-management: Follows organisational protocols, policies, and procedures relevant to own role
• Teamwork: Cooperates and collaborates with others as part of routine activities to achieve team results, and to confirm that training outcomes meet requirements

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing TAEDEL415