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.

This unit describes the skills and knowledge required to plan, organise, facilitate and review learning that is delivered online, using suitable delivery methods, digital tools and existing learning resources and materials. The unit applies to individuals who use a range of technical and training competencies to facilitate synchronous and asynchronous individual or group learning in online environments. These learners may be participating in training remotely and interacting with teachers, peers and other industry professionals by means of various electronic applications and communication channels.

This unit describes the skills and knowledge required to implement effective teaching and training practice during practicum sessions in a vocational education and training (VET) environment, delivering training based on a nationally recognised training product. It includes observing the teaching and training practice of other VET teachers and trainers, and obtaining feedback on own performance with the view to strengthening one’s own facilitation techniques. The unit applies to entry-level VET teachers and trainers who use a range of facilitation techniques in their teaching and training practice in a range of contexts and deliver training based on nationally recognised training products. For the purposes of this unit, the practicum must be carried out during co-delivery with, or direct observation by, a qualified VET teacher or trainer.

This unit describes the skills and knowledge needed to identify core skill demands in nationally recognised training products, and in workplace, learning and assessment context tasks and texts. It involves comparing those identified demands with the core skills of learners and candidates in vocational training and assessment and providing integrated core skill support to address the identified gaps. The unit applies to vocational education and training (VET) teachers, trainers and assessors who use a range of technical and training competencies to integrate awareness of core skill requirements into their training and assessment. The core skills are described by current authorised Australian foundation skill frameworks. They include digital literacy, learning, reading, writing, oral communication, and numeracy skills. This unit does not include the skills and knowledge required to provide specialist support or the competencies used by experienced VET teachers, trainers and assessors to lead the development of foundation skills support.

This unit describes the skills and knowledge needed to identify employability skill demands in nationally recognised training products, and in related workplace, learning and assessment context tasks and texts. It involves comparing those identified demands with the employability skills of vocational learners and candidates and providing integrated employability skill support to address the gaps. The unit applies to vocational education and training (VET) teachers, trainers and assessors who use a range of technical and training competencies to integrate awareness of employability skill requirements into the training and assessment. The employability skills are described by current authorised Australian foundation skill frameworks. They include skills such as initiative and enterprise, planning and organising, problem solving, self-management, and teamwork. This unit does not include the competencies used by experienced VET teachers, trainers and assessors to lead the development of employability skill support.

This unit describes the skills and knowledge required to conduct individual and small group work skill instruction using existing support materials and demonstration of work skills as a training strategy; and assess the success of training and one’s own training performance. It focuses on the training being driven by the work process and context. The unit applies to a person working under supervision as a work skill instructor in a wide range of settings not restricted to training organisations. No licensing, legislative or certification requirements apply to this unit at the time of publication. All assignments are completed online making it easy and portable to keep track of where you are up to.

This unit describes the skills and knowledge required to design, develop and document assessment tools used for the collection of quality evidence for the competency-based assessment of nationally recognised training products, including assessment tools for recognition of prior learning. The unit applies to experienced vocational education and training (VET) assessors and assessment resource developers who develop assessment tools that meet VET regulatory requirements.

This unit describes the skills and knowledge required to design, develop and document plans for vocational training to be delivered by vocational education and training (VET) teachers and trainers. It involves identifying the objectives and intended outcomes of the training and the characteristics of the target learners, selecting nationally recognised training products, developing the plan for training and individual session plans. The unit applies to individuals who design training for group learning in face-to-face, online and blended vocational training contexts using nationally recognised products.

This unit describes the skills and knowledge required to develop and implement a customised recognition plan that may be used for recognition of prior learning (RPL) leading to completion of training products that are nationally recognised. It requires the ability to follow organisational approaches to prepare information and advice on recognition, and to identify evidence-gathering opportunities. The unit applies to experienced vocational education and training (VET) assessors who work under limited supervision and undertake assessor-led, customised recognition-based assessment for an organisation.

This unit describes the skills and knowledge required to develop and implement training and assessment strategies that meet the needs of learners with disability. This unit applies to vocational education and training (VET) teachers, trainers and assessors, and other VET personnel, involved in developing and implementing training and assessment strategies for vocational training and assessment in a Registered Training Organisation (RTO). A person completing this unit is not qualified to be a disability support specialist.

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup. The unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

This unit describes the skills and knowledge required to plan, prepare for and conduct the competency-based assessment of candidates using nationally recognised training products and validated assessment tools. It involves planning and preparing for the assessment based on the accessed training and assessment strategy and delivery plan. The unit also involves customising the assessment process; preparing candidates to be assessed; and then implementing assessment processes, including recognition of prior learning. Implementing assessment requires gathering quality evidence, making assessment judgements, and recording and reviewing the assessment process. The unit applies to entry-level vocational education and training (VET) assessors who assess candidates against nationally recognised training products.

This unit describes the skills and knowledge required to assess candidate/s competence in an online environment. It involves implementing a plan for the assessment process, gathering quality evidence according to the principles of assessment and the rules of evidence, and making the assessment decision. It also involves recording and reviewing the completed assessment process. The unit applies to individuals who use a range of technical competencies to assess candidates who are participating in assessment remotely and interacting with teachers, peers and other industry professionals by means of various electronic applications and communication channels.

This unit describes the skills and knowledge needed to access and integrate foundation skills resources, strategies and advice in vocational training and assessment. The unit applies to vocational education and training (VET) teachers, trainers and assessors who use a range of technical and training competencies to support the foundation skill needs of learners and candidates in vocational training and assessment. Foundation skills include the core skills and employability skills described by current authorised Australian foundation skill frameworks. Core skills include digital literacy, learning, reading, writing, oral communication, and numeracy skills. Employability skills include skills such as initiative and enterprise, planning and organising, problem solving, self-management, and teamwork. This unit does not include the competencies used by experienced VET teachers, trainers and assessors to lead the development of foundation skill support.

This unit describes the skills and knowledge required to analyse and use nationally recognised training products to meet vocational learners’ skill and knowledge development needs. The unit applies to entry-level VET teachers, trainers and assessors who use a range of products that are nationally recognised or aligned with other recognised frameworks in the course of addressing learners’ training needs.

This unit describes the skills and knowledge required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor. The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO). No licensing, legislative or certification requirements apply to this unit at the time of publication. All assignments are completed online making it easy and portable to keep track of where you are up to.

This unit describes the skills and knowledge required to identify statutory, legislative and regulatory requirements and relate them to individual work practices to ensure ongoing adherence to the compliance framework. The unit applies to individuals who carry out work in accordance with the compliance framework applying to a particular job role, occupation or profession.

This unit describes the skills and knowledge required to establish, develop and maintain effective work relationships and networks through relationship building and negotiation skills required by workers. These workers may be within an organisation as well as freelance or contract workers. The unit applies to individuals with a broad knowledge of networking and negotiation who contribute to creating solutions to unpredictable problems. They may have responsibility for and provide guidance to others.