TAEDEL416 — Facilitate learning for young vocational learners

Elements & performance criteria

Performance evidence

• identify and agree on learning needs and goals with a group of at least 4 young vocational learners
• document learning plans for each of the above young vocational learners
• establish and develop a positive learning relationship with each of the above 4 young vocational learners using interpersonal and communication techniques
• over a minimum of 2 sessions of a minimum duration of 30 minute each, facilitate the learning of the above group based on a product that is nationally recognised or aligned with other recognised frameworks
• evaluate effectiveness of the above learning experiences and relationships in meeting learning needs and goals
• implement engagement and facilitation techniques to engage and motivate each learner and support effective learning
• use structured processes for identifying and responding to learning needs
• use delivery modes suited to learner needs, including face-to-face, online and blended

Knowledge evidence

• legislative and regulatory requirements relating to developing and sustaining a learning relationship with young vocational learners, and how those requirements are applied in own organisation and individual facilitation practice
• organisational requirements and procedures relating to facilitating learning for young vocational learners, including those for documenting: • evaluation of learning activities and outcomes • effectiveness of the learning relationships
• practices and methods that promote safe and inclusive learning environments for young vocational learners, including: • those reflected in applicable state, territory and commonwealth legislation on Child Safety Standards • establishing strategies and protocols for inclusive and respectful peer interaction and support • using appropriate and inclusive language • actions that support learner welfare
• facilitation practices, including: • those reflecting delivery modes suited to learner needs, including face-to-face, online and blended • indicators of: • engagement, motivation and interaction of young vocational learners • safe and inclusive learning environments • behaviour management strategies to manage challenging situations
• learning theories and principles that apply to young vocational learners, including principles of learner-centred practice
• needs and characteristics of young vocational learners and how they may be impacted by: • cultural background • foundation skills requirements, including language, literacy, numeracy, digital literacy and employability requirements • past learning experiences • specific physical and psychological needs
• necessary inclusions in learning plans, including: • contingency plans • goals to be achieved • logistics of the learning relationship • structure of the learning relationship, including: • activities to be undertaken • monitoring processes • tools and equipment needed
• cues that may reflect difficulties that young vocational learners are having difficulty with learning and learning relationships, and strategies used to support learners with these difficulties
• techniques for creating and adapting learning activities, other learning options and referrals
• types of structured learning activities and how they are used
• sources and nature of external support services

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required to access and exchange information required in own role and to facilitate learning and learning relationships
• Learning: Makes explicit connections between new information and ideas on engaging and motivating young vocational learners, and own practice
• Oral communication: Elicits the view and opinions of others by listening and questioning Clearly articulates requirements using language appropriate to learners, and participates in verbal exchanges of ideas and solutions
• Reading: Accesses and interprets information from suitable sources to safeguard young vocational learner needs and strengthen learner engagement
• Writing: Uses clear and specific terminology to complete workplace documentation
• Initiative and enterprise: Selects and uses appropriate conventions and protocols to build rapport with learners and elicit and provide relevant information Adapts personal communication style to show respect for the values, beliefs and cultural expectations of young vocational learners
• Planning and organising: Uses organisational techniques to assess key information that informs critical and non-critical decisions about learner needs and the potential need for input from others
• Self-management: Takes responsibility for providing effective learning support that complies with legislative, regulatory, and organisational requirements Takes responsibility for the sequence and priority of tasks to achieve learning needs and goals

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 TAEDEL416