TAEDEL311

Provide work skill instruction

Unit 4 · TAEDEL311 Provide work skill instruction

Your three work skill instructions

Three sessions. Teach a different work skill each time, and make sure your participants can show you they can actually perform it by the end. They must be skills someone would really use at work. Every document you need is below, and on Canvas. Everything gets submitted to Canvas when you are done. If you get stuck at any point, email training@aitt.com.au — that is what we are here for.

Would you rather work in one document? Every template below is also built into the assessment workbook on Canvas.

Plan it Know your learners, check the space is safe, write the session plan
Teach it 30 minutes. Explain it, demonstrate it, then your learners practise it and show you they can do it — all within the session
Review it Record how each learner went, then reflect on your own teaching

You do this three times, with a different work skill each time.

Who you teach: Sessions 1 and 2 are taught to a single learner on their own. Session 3 is taught to a group of two or more.

Hover over a document name — or tap the i — to see what it asks you for.

Session 1Work Instruction 1 (30 mins)One learner
Session 2Work Instruction 2 (30 mins)One learner
Session 3Work Instruction 3 (30 mins)Group of 2 or more

Before you teach

Learner Profile & Environment Safety CheckOne for each session Learner Profile & Environment Safety Check Two jobs in one form. First, find out about your learners before the day — a short chat or a quick form covering what they already know, anything that affects their reading, writing or numeracy, how they like to learn and any support they need — then write a summary. Second, walk the space where you will teach, list the hazards for that particular work skill, and note the controls that are in place.
Session 1Download
Session 2Download
Session 3Download
Session PlanOne for each session Session Plan Your plan for one 30-minute session: what you want learners to be able to do by the end, the content you will cover and how you will deliver it, the work skill broken into steps, and timing for each part. You also write down the support materials you looked at and whether you kept, adapted or rejected them and why, the tools and equipment you organised, and a copy of the message you sent learners telling them what, when, where and what to bring or wear.
Session 1Download
Session 2Download
Session 3Download
Support materialsEverything you need to run the session Support materials Get hold of everything the skill needs — the tools, equipment, consumables and PPE. Your learners cannot practise without it. If your work skill doesn’t use any of those, workplace documents do the same job: policies, procedures, forms, SOPs. You record what you used, and why, in your Session Plan. Slides are optional. If you want them, the deck below is a starting point. Where there is no equipment to work with, a checklist or the SOP on screen is worth having.
All three sessionsYou organise these yourselfOptional PowerPoint template
Participation Declaration & Recording ConsentOne for each session you record Participation Declaration & Recording Consent You only need this if you are recording. One form per session, naming everyone who appears on camera and how you know them, with their signature giving consent to be recorded. They sign on the day; you sign the declaration before you submit. A recording containing someone who has not signed cannot be assessed. If your assessor is watching you live rather than on video, you do not need this form.
Session 1DownloadOnly if recording
Session 2DownloadOnly if recording
Session 3DownloadOnly if recording

On the day

Attendance SheetOne for each session Attendance Sheet Records who was there. You fill in the session details; each learner signs on arrival. Print it and take it with you — signatures are very hard to collect after everyone has gone home. This is a learner record, so it also goes in your Records Register at the end.
Session 1Download
Session 2Download
Session 3Download
Session recordingOne for each session Session recording A video of the whole session, at least 30 minutes, not cut or edited. Any common video format is fine. Set the camera so you, the work area and the learners practising are all in shot and can be heard. The rules and some setup tips are further down this page.
Session 1You record this
Session 2You record this
Session 3You record this
Learner RecordOne for every learner, every session Learner Record One record for each learner, filled in during the session or straight after it. You write what you checked by watching and asking questions, what you saw and heard as they used the new skill, the feedback you gave them, and what you and the learner agreed about their progress — can they now do the skill on their own? Do not leave this until the weekend; the detail goes quickly.
Session 1Download
Session 2Download
Session 3Download
Feedback FormOne for every learner, every session Learner Feedback Form Your learners fill this in, not you. Asking for feedback at the end of every session is standard EduPro procedure, and these forms are what you draw on for your Feedback Summary later. Print one per learner and hand them out before people leave. Scans or clear photos of the paper forms are fine for your submission.
Session 1Download
Session 2Download
Session 3Download

After each session

ReflectionOne for each session Reflection Your honest account of how you taught — not how the learners did. What worked and how you know (watch your recording, read the feedback forms), and what did not work so well. Being specific about a weak moment is worth far more than saying it all went fine. Write it the same day while you still remember it.
Session 1Download
Session 2Download
Session 3Download
Improvement StrategiesOne for each session Improvement Strategies What you will do differently, taken from that session's reflection. Make it something a person could actually act on — "do a slow silent run-through of the demonstration before they try it" rather than "explain things better". After Sessions 2 and 3 you also write down a strategy you took from an earlier session, whether you used it, and how it went. Across the three sessions you need at least three strategies in total.
Session 1Download
Session 2Download
Session 3Download

Once, after all three

Learner Feedback SummaryOne, covering all three sessions Learner Feedback Summary This one is genuinely once. You gather up the feedback forms from all three sessions and summarise what each session's learners told you, then set out the patterns — what came up again and again, and what you are going to do about it. It can only be written after the third session, which is why it sits here rather than in the per-session rows.
All three sessionsDownload
Evidence records storageOne register for all your records Records Register and storage statement One register listing every learner record you created across the three sessions — session plans, attendance sheets, learner records, feedback forms, consents — with its file name, where it is stored and the date you filed it. Underneath it you state the rules you followed: where the records are kept, who can get to them, and how long they are held. EduPro's rules are in the policies at the bottom of this page.
All three sessionsDownload
Assessment Submission Record (ASR)One, signed, with your submission Assessment Submission Record (ASR) The cover sheet for the whole assessment. You fill in your details, tick the pre-assessment checklist, tell us if you need a reasonable adjustment, and sign the student declaration. Every submission needs one. Without it, your assessor cannot record a result, so do not leave it out.
Your submissionDownload

What your assessor looks for

The same twelve things in every session. Hover the i for an example and what usually goes wrong.

Observation checklist

These are the criteria on the checklist your assessor fills in, one per session. The codes are the unit's performance criteria on training.gov.au.

  • Interact with learners to establish a safe and comfortable learning environment 2.1 Set the tone before you teach Doing it well: greet each learner, introduce yourself, say what the session covers and roughly how long it will take, tell them it is fine to stop you and ask questions, and check everyone can see and reach the work area. Usually marked no when: you walk straight into the content with no welcome, or you spend the whole session talking to the equipment rather than the people.
  • Brief learners on WHS procedures and requirements before and during the training 2.2 Safety before, and again during Doing it well: before anyone touches anything, name the hazards for this particular skill, the PPE needed, where the exits and first aid are, and what to do if something goes wrong. Then say it again at the risky moment — "keep your fingers behind the guard on this cut". Usually marked no when: safety is one quick line at the start and never mentioned again, or the briefing is just "be careful" with no specifics.
  • Follow the session plan and cover all learning objectives 2.3 Teach what you planned to teach Doing it well: say the objectives out loud at the start, run the session in the order you planned it, and come back to the objectives at the end to confirm you covered them. Usually marked no when: the session your assessor watches does not match the plan you submitted, or one of your stated objectives is never actually taught.
  • Use facilitation techniques to structure, pace and enhance learning — explain and demonstrate the work skill 2.4 Tell, show, break it down, let them try Doing it well: explain what the skill is and why it matters, demonstrate it once at normal speed, then again slowly while you talk through each step, then hand it over. Slow down at the hard step and check how they are travelling before moving on. Usually marked no when: you talk about the skill without ever demonstrating it, or you do one fast demonstration and go straight to practice.
  • Apply coaching techniques while learners practise 2.5 Coach them through it, don't take over Doing it well: stand alongside while they try, prompt the next step, ask "what comes next?" rather than telling them, adjust a grip or a stance, and say what they are getting right as they go. Usually marked no when: you take the tool off them and finish it yourself, or you stand back and watch in silence.
  • Use communication techniques to inform, engage and instruct 2.6 Talk with them, not at them Doing it well: plain language, explain any jargon the first time you use it, ask questions of the group and of individuals by name, make eye contact, vary your pace and volume, and repeat a learner's own words back when you answer them. Usually marked no when: you read from your notes, nobody is asked anything for thirty minutes, or the language is so technical that learners visibly lose the thread.
  • Monitor your professional relationship with each learner and adjust to suit their needs 2.7 Notice, then change what you are doing Doing it well: spot the learner who has gone quiet or is rushing ahead, and do something about it — an extra example for one, a harder variation for another, repositioning so a left-handed learner can copy you, or a short break when concentration drops. Usually marked no when: everyone gets exactly the same delivery regardless of how they are going, or a struggling learner is left behind without you responding.
  • Provide real opportunities for learners to practise the skill 2.8 They must do it, not watch it Doing it well: every learner performs the skill themselves, with the real tools and materials, more than once, and with enough time to get it wrong and try again. Usually marked no when: the session is all demonstration, or one learner practises while the rest of the group watches.
  • Use observation and questioning to check each learner's acquisition and use of the new skill and knowledge 3.1 Check they have it — by watching and by asking Doing it well: watch each learner perform the skill, and ask open questions that show they understand it — "what would you check before you start?", "why do we do it in that order?", "what would you do if it jammed?" Getting a learner to teach a step back to you works well. Usually marked no when: the only check is "any questions?" or "all good?" and you move on. You need both watching and asking, for every learner.
  • Provide constructive feedback on learner performance and monitor progress in consultation with the learner 3.2 · 3.3 Say what worked, what to change, and agree where they're up to Doing it well: name the specific thing they did well, name the one thing to change and how to change it, then have a short conversation with the learner about their progress — "you've got the setup and the safety check; next time let's work on the finish." Write what you agreed into their Learner Record. Usually marked no when: feedback is "good job" and nothing else, it is only ever given to the group, or you decide how they went without discussing it with them.
  • Gather learner feedback — a Feedback Form from every learner 4.1 Forms, before they leave Doing it well: hand out the Feedback Form at the end and give everyone a couple of quiet minutes to fill it in while you pack up. Collect them before anyone walks out the door. Usually marked no when: you ask "how'd you find that?" and collect nothing in writing, or you get forms back from only some of the group.
  • The session runs 30 minutes or more, teaches a different work skill from your other two, and is unedited start to finish Evidence The conditions the unit sets Doing it well: check the runtime before you pack up — the 30 minutes covers instruction, demonstration and learner practice, not setting up or packing away. Make sure your three skills are genuinely different jobs. Usually marked no when: the recording comes in at 26 minutes, or two sessions are really the same skill under different names.
  • If you are recording: state your name, "TAEDEL311" and the session number to the camera before you begin Only if you are recording Doing it well: the first thing on the video is you saying "My name is [name], this is TAEDEL311, session two." Then start teaching. Note: this does not apply if your assessor is watching you deliver in person at AITT — they already know who you are.

Recording your sessions

If you are recording rather than delivering in front of an assessor, this part matters.

Who can be in your recording
Yes
  • Anyone who does not already know the work skill and genuinely wants to learn it.
  • Workmates, colleagues, friends, family, neighbours.
  • Learners at an AITT practical day — ask us if you cannot find your own.
No
  • Anyone who already has the skill and is acting the part of a learner.
  • AI or virtual participants, or an actor working from a script.
  • Anyone who has not signed the recording consent.

Everyone who appears on camera goes on that session's Participation Declaration & Recording Consent, with their name and how you know them.

The recording rules
  • One continuous file per session. Record the session as it happened — no cutting, trimming or speeding up, and nothing removed.
  • If something goes wrong technically — a flat battery, full storage, a phone that stops — restart the recording, carry on teaching, and submit both parts with a short note saying what happened and when. That is fine. If a chunk is missing or unusable, contact your assessor before you submit and we will work out what is needed.
  • At least 30 minutes. That covers instruction, demonstration and learner practice — not setting up or packing away.
  • Say who you are before you start. Your name, "TAEDEL311" and the session number, to the camera. This one cannot be fixed afterwards.
  • Any common video format is fine — mp4, mov, m4v and the like. Whatever your phone or camera records is almost certainly fine, so you do not need to convert anything. If you end up with something unusual, just ask.
Getting the shot and the sound right
  • Set the camera up in landscape, on a small tripod or propped at chest height, so you, the work area and the learners are all in shot. Handheld footage is hard to assess.
  • Sound matters more than picture. Your assessor has to hear your explanations, your questions and your learners' answers. Pick somewhere quiet and keep the camera within a few metres of the talking.
  • If the work moves around — a workshop, a kitchen, a vehicle bay — have someone hold the camera and follow you, or move it between parts of the session while it keeps recording.
  • Play the first two minutes back before everyone leaves. Re-recording on the spot is much easier than getting your learners together again next week.
  • Check your storage before you start. Thirty minutes of video takes roughly 2–4 GB.

Sending your recordings to AITT

Most 30-minute recordings are too big for Canvas, so you will normally send a share link.

Under 100 MB — upload it straight to Canvas

Attach it to your TAEDEL311 Summative Assessment 2 submission along with your documents. Nothing else to do.

Over 100 MB — send us a share link
  1. Upload the three recordings to your own OneDrive, Google Drive or Dropbox, in one folder named with your full name and TAEDEL311.
  2. Create a share link for the folder and set it so anyone with the link can view it.
  3. Paste the link into the comment box of your Canvas submission.
  4. Test your own link in a private browsing window first. A link that asks your assessor to request access will hold up your result.

Leave the files where they are until your result is finalised, and do not rename the folder in the meantime.

If you do not have a cloud account, or you are not sure how to create the link, email training@aitt.com.au and we will set one up for you.

Submitting on Canvas

Once all of the above is complete, everything goes to Canvas as one submission. The checklist below may help you get it together.

Session 1Work Instruction 1

Session 2Work Instruction 2

Session 3Work Instruction 3

For the whole seriesComplete these once, then submit

Your ticks are saved in this browser only, so you can come back to them. They are not your submission — Canvas is.

EduPro policies you will need

For the WHS briefing in each session, and for your records register at the end.

Open the policies
Records Management Policy Record Keeping and Documentation Privacy and Confidentiality Requirements Work Health and Safety

© Australian Institute of Technology Transfer (AITT), RTO 50834. All rights reserved. Provided to enrolled AITT students for their own study only — no part may be reproduced, distributed or used by any other person or organisation without AITT's written permission.