About WEA Sydney

This qualification reflects the roles of entry-level vocational education and training (VET) teachers, trainers and assessors who are delivering training services to vocational learners and assessment services to candidates. The roles may be undertaken by those working in registered training organisations (RTOs), enterprises, community organisations, schools and other VET provision contexts. The volume of learning of the Certificate IV in Training and Assessment is typically six months to two years. This qualification meets the minimum education requirement for trainers and assessors operating without supervision under applicable VET legislation, frameworks and/or standards. The qualification is a successor to TAE40116 Certificate IV in Training and Assessment. To work in the industry you must be able to demonstrate currency in your field of expertise and hold a qualification preferably at least 1 AQF level higher than what you are teaching/assessing.

This unit describes the skills and knowledge required to maintain the training and assessment information requirements of a registered training organisation (RTO) or other relevant body. It includes the timely dissemination of accurate information to learners on training and assessment services, and the recording and reporting of training and assessment service data. It applies to entry-level vocational education and training (VET) teachers, trainers and assessors and other personnel responsible for establishing and maintaining training and assessment information.

This unit describes the skills and knowledge required to establish and develop a professional mentoring relationship with an individual in a workplace. It includes the skills and knowledge to plan and prepare for the mentoring, and implement strategies suited to the mentee, the workplace and the mentoring relationship. The unit applies to workplace supervisors or other work colleagues who work under limited supervision and have responsibility for mentoring individuals in the workplace. This may include, but is not limited to, those who mentor an apprentice or trainee employed by, or undertaking a work placement within, an organisation.

This unit describes the skills and knowledge required to participate in the validation of assessment tools, practices and judgements, including in:

• pre-assessment validation of assessment tools before they are first used with candidates, and post-assessment validation of the tools after having been used to assess candidates
• post-assessment validation of practices and judgements.

The unit applies to vocational education and training (VET) trainers and assessors with relevant industry experience to participate in validation activities according to organisational policies and procedures. Validation activities encompass the quality review of the assessment tools, practices and judgements. Participants in the validation do not lead the validation process.

This unit describes the skills and knowledge required to prepare for and participate in quality audits as a member of a quality audit team. The types of audits may include internal or external systems audits, process audits or product/service audits. The process includes reviewing designated documentation; identifying and developing checklists and audit related documentation; preparing audit plans and evaluating information; and reporting findings to the lead auditor. The unit applies to individuals with a broad knowledge of the quality auditing environment, who gather, analyse and evaluate information from a variety of sources and provide objective audit findings, to be included as part of the audit report.

This unit describes the skills and knowledge required to plan and facilitate distance-based vocational training using products that are nationally recognised or aligned with other recognised frameworks. The unit applies to entry-level vocational education and training (VET) teachers and trainers who facilitate distance-based training that may include urban, regional, rural, remote and very remote environments. It relates to training delivery options for learners who may have limited access to face-to-face and/or online delivery options.

This unit describes the skills and knowledge required to identify and support the learning needs of young vocational learners by developing and facilitating collaborative learning environments. The unit applies to vocational education and training (VET) teachers and trainers who facilitate learning for young vocational learners based on products that are nationally recognised or aligned with other recognised frameworks. Work may be undertaken under the supervision of qualified and more experienced VET teachers and trainers.

This unit describes the skills and knowledge required to plan, prepare for and facilitate the vocational training of both individual learners and groups of learners via a face-to-face, in-person delivery mode. It includes customising and using existing session plans and learning resources, using these plans to facilitate training, and reviewing own practice. The unit applies to entry-level vocational education and training (VET) teachers and trainers who use training and technical skills to deliver training based on a product that is nationally recognised or aligned with other recognised frameworks.

This unit describes the skills and knowledge required to prepare for, plan and facilitate workplace-based learning for learners in the workplace. It includes customising and implementing existing learning plans and resources based on products that are nationally recognised or aligned with other recognised frameworks, and reviewing own practice. The unit applies to entry-level vocational education and training (VET) teachers and trainers who use facilitation and technical skills to facilitate learning in the workplace based on products that are nationally recognised or aligned with other recognised frameworks.

This unit describes the skills and knowledge required to determine, document and address the support needs of learners with disability. It involves implementing individualised support that enables learners with disability and different support needs to access and successfully participate in vocational education and training opportunities, including both learning and assessment. This unit applies to vocational educational and training (VET) teachers, trainers, assessors, and other personnel who coordinate learning support and reasonable adjustment for learners. Their responsibilities include ensuring that the registered training organisation (RTO) is meeting its legislated obligations under the Disability Standards for Education and other federal or state/territory legislation. A person completing this unit is not qualified to be a disability support specialist.