File attached
TAA040104 TAE40116 ( Certificate IV in Training & Assessment ) TAEDES401 – TAEDES402 KNOWLEDGE QUESTIONS 1A – Design ( Your Task ) Note: This document should be read in conjunction with Instructions to Candidates - Assessment Your Task: You are required to complete all tasks in this document. The instructions below should be read in conjunction with other instructions provided in the Instructions to Candidate document. Your Submission: You are required to have the task submitted and marked prior to the conclusion of your enrolment period. You are encouraged to submit for formative comment Individual Tasks or parts thereof as you complete them. Feedback on each submitted component will be provided. Upon review, you will be provided with clear guidance about any areas that are deemed Unsatisfactory, and how you may go about developing and demonstrating competency in these areas. You will initially be given 3 opportunities to submit for formal review, within your period of tuition. Where 3 opportunities is not sufficient, your nominated Trainer may negotiate an alternative way for you to submit evidence to enable your competence to be assessed. What to Submit: A single Word document is preferred, containing all items indicated in the task instructions. If multiple documents are necessary, then submit them as a zip folder. What to Keep: You are advised to save a back-up copy of your document after each time you have changed it. You are required to ensure that you have retained a full copy of all material prior to submitting. This will be required in the event that a submission does not reach Fortress Learning, for whatever reason. Appeals: Your right to Appeal an Assessment Decision is set out in the Student Handbook. Feedback: You can expect your submission to be reviewed and feedback provided within 4 business days of submission. If you have not heard from us after 4 business days, do be in touch. Feedback will be provided to you within the assessment document and/or your Dashboard. You will receive an email notification informing you that your task has been marked. You may then view your Dashboard to locate your feedback for the given task. Assessor summary Assessor to complete: Attempts 1 Satisfactory/Not Yet Satisfactory/Incomplete Tasks requiring attention 2 Satisfactory/Not Yet Satisfactory/Incomplete 3 Satisfactory/Not Yet Satisfactory/Incomplete Overall: Satisfactory/Not yet satisfactory Task S NYS INC Knowledge Evidence Response to Q1 Response to Q2 Response to Q3 Response to Q4 Response to Q5 Response to Q6 Response to Q7 Response to Q8 Response to Q9 Response to Q10 Response to Q11 Response to Q12 Declaration of Originality Comments: Assessor Name: Signature: Date: How it all fits together The assignments are designed to build upon one another. The following diagram shows how you can use the work that you do in one Assignment to assist you in another Assignment. Are you ready for assessment? Yes…? Please refer to the Instructions for Candidates to be sure that you are ready to begin this assessment task. To be ready to commence this task, you need to have worked through the Lessons within Field 1 – Design Part 1, located in your Resource Space. No…? If you do not feel ready to begin, why not revisit our Virtual Classroom to learn more about the skills across the Design Units. You can actively participate in our daily classroom sessions, or access recordings of the sessions from within your Resource Space. Videos of the Virtual Classroom sessions relating to Design can be found at the end of the Lessons for Design Part 1 and Design Part 2, located in your Resource Space. It looks like this: ASSESSMENT TASKS Before you begin these questions, I would like to take a moment to explain how they have been constructed. If you understand their design, then you will better understand how the whole course is constructed and how you can efficiently demonstrate your competency. You will see a table, similar to the one below, at the start of watch group of questions. Let’s look at what this tells us. ( Tells us which Units of Competency and which parts of those Units are being assessed. ) You are assessed against the benchmarks below. Units of Competency ENV401 ENV402 ENV403 DES401 DES402 DEL401 DEL402 DEL403 DEL404 ASS401 ASS402 ASS403 ASS502 Attempt 4.3 1.6 2.3 2.4 3.3 3.2 1 2 3 Benchmarks Responsibility for learning is understood to be shared by trainer and trainee, and indicators of its presence or otherwise in a training situation are recognized 1 2 3 Reflection on own communication/interpersonal skills is undertaken 1 2 3 Empathy is defined, and its role in engendering desirable outcomes is explored 1 2 3 Comments: ( Tells you what I am looking for when I review your answers. ) ( Tells you exactly what you will need to do to make your answer competent before resubmitting. ) ( Records your progress across your three attempts. ) In the above example, we can see that the task will allow you to demonstrate competency in not just one part of the first unit, but in two parts of the first unit, three parts of another unit, and a part of a third unit. What this means is that instead of having to do six separate tasks like many TAE courses require, you do one task that has been designed to take their place. The tasks can be completed in any order, although to make sense of the course and its integrated nature, it is recommended to go through in the order in which they appear. For each Knowledge Question, see the diagram below. ( Records your progress ) ( This is where you type your answer. If you need more space, the table will grow for you. ) ( The question that you need to answer ) Satisfactory / Not Yet Satisfactory What is the role of templates in record keeping? Your answer: SUBMITTING YOUR TASKS Once completed, the entire file can be submitted through your Dashboard. Include with your completed tasks the Declaration of Originality which you can find at the end of this document. Knowledge Questions 1A – Design: Let’s get started Question 1 You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt 1 2 3 Benchmarks VET and its purposes are defined, and its history in Australia is described in general terms. The aims of VET are known, and how these benefit the purpose of VET is explained. Comments: Satisfactory / Not Yet Satisfactory Question 1a. What is the purpose of VET? Please highlight the correct answer. a) To join the workforce for the first time or re-join the workforce after a break. b) To upgrade skills in their chosen field. c) To move into a different career. d) To provide industry with people who possess the necessary skills. e) All of the above. Satisfactory / Not Yet Satisfactory Question 1b. Give a brief history of VET in Australia. Your Answer: In 1992 every one of the nine Australian governments took a milestone choice in connection to vocational education and training. They consented to make a broadly planned preparing framework. At the time, VET in Australia basically contained eight open TAFE (technical and further education)) frameworks kept running by the different state and domain governments. This choice perceived that a progressively uniform way to deal with vocational education and training would help Australia's competiveness in the worldwide economy. It additionally recognized the requirement for the joint assets of the Commonwealth and state and domain governments to support more noteworthy training endeavors. In the most recent national concession to VET, marked by the Council of Australian Governments (COAG) in April 2012 and known as the National Partnership Agreement on Skills Reform (NPASR) 2012—13 to 2016—17, one of the activities was the presentation of a national minimum training entitlement by 2015. The privilege means to make an increasingly open and fair preparing framework by guaranteeing that all working-age Australians approach a government-subsided training place up to their first certificate III level qualification. Understudies ought to likewise have the capacity to pick any registered training organisation (RTO) from among those endorsed to convey the preparation privilege (Council of Australian Government 2012). The presentation of a national training entitlement is one of the jurisdictionally adaptable changes. How the states and regions have so far executed the qualification is mapped out in Jurisdictional ways to deal with understudy preparing privileges: commonalities and differences (Bowman and McKenna 2016a), while the perspectives on specialists on the consistency and adaptability inside the framework are accounted for in Student privilege models in Australia's national training framework: (Bowman and McKenna 2016b) Satisfactory / Not Yet Satisfactory Question 1c. Please list the 6 objectives detailed by the National Vocational Education and Training Regulator Act 2011. The first one has been done for you. Objective 1 Provide national consistency in regulation of the VET sector, using a standards-based quality framework and a risk-based approach. 2 Promote quality, flexibility and innovation in VET 3 Promote Australia’s reputation for VET locally and overseas 4 Promote a VET system that meets Australia’s social and economic needs 5 Protect students undertaking or proposing to undertake VET in Australia 6 Ensure access to accurate information regarding the quality of VET Satisfactory / Not Yet Satisfactory Question 1d. What are the four main themes that form the basis of these VET reform objectives? 1 Industry responsiveness 2 Quality and regulation 3 Funding and governance 4 Data and consumer information Question 2 You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 1 2 3 Benchmarks Key VET Stakeholders are identified and understood. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood.