Equip. Empower. Employ.
Vocational Training for the Real World.
Unit 5 · TAEDEL411 Facilitate vocational training
Your sequential group facilitation sessions
Three sequential sessions, at least 30 minutes each, run in order as one connected series — each session building on the one before. Delivered to the same group, with at least four learners in it. Work through the steps below in order.
Who you teach: one group, the same people across all three sessions, with at least four learners present each time. You are also required to deliver two individual sessions, which are taught to someone who is not in this group and are submitted separately.
1
Choose the unit you will deliver
Choose one of the five units below. The content for that topic will be made available to you, and you use it as the base for your delivery.
Pick a unit above to get started
Your three sessions and all eight items in your pack will appear here.
BSBXCM301 · Release 2
Engage in workplace communication
Getting the message across at work — planning it, sending and receiving it, and holding your own in a group. The most universally useful of the five.
Session 1 · 30 minutes · Element 1Planning your communicationWho you are talking to and why, what they need to know, which method suits, and planning what you will actually say.Demonstration and paired planning
Session 2 · 30 minutes · Element 2Sending, receiving and respondingGetting a message across clearly and respectfully, adjusting for different audiences, taking in instructions and checking you have them right.Role-play with observer feedback
Session 3 · 30 minutes · Element 3Speaking up in a groupContributing ideas in a meeting, supporting others to have their say, listening and questioning to clarify, and asking how you came across.Live group discussion and structured feedback
What your learners will be doing: Plan a real workplace message, deliver and receive one under observation, then take part in a group discussion where they contribute, listen and seek feedback.
Your materials for BSBXCM301
Eight items. Customise them to make them fit your specific delivery, and log every change in your Amendment Record below.
Training and Assessment StrategyThe strategy the program runs under — purpose, cohort, session outline, resources and WHS. Read it before you plan anything.
Get itDelivery planHow the three sessions fit together as a connected series.
Get itSession plan 1Customise it for your learners.
Get itSession plan 2Customise it for your learners.
Get itSession plan 3Customise it for your learners.
Get itPowerPoint — Session 1A PowerPoint is required in every session.
Get itPowerPoint — Session 2A PowerPoint is required in every session.
Get itPowerPoint — Session 3A PowerPoint is required in every session.
Get itLearner handoutsThe templates, cards and observation sheets your three sessions use. Print what each session needs before you get there.
Get it
BSBPEF301 · Release 1
Organise personal work priorities
Turning a messy workload into a plan, then checking how you actually went. Applies to every job and produces something learners can hold up.
Session 1 · 30 minutes · Element 1Setting goals and planning your workWork goals and KPIs, prioritising by timeframe, what gets in the way, and building a personal work plan.Hands-on planning using their own tasks
Session 2 · 30 minutes · Element 2Checking how you are actually goingSpotting the gap between planned and actual, reporting it, asking for help to close it, and knowing where to go when work gets stressful.Small-group review and a feedback conversation
Session 3 · 30 minutes · Element 3Keeping your skills upWorking out what you need to learn, finding the opportunities, and keeping a record of the development you do.Guided development plan with peer challenge
What your learners will be doing: Build a real work plan with goals and KPIs, compare planned against actual and report the gap, then draft and record a development plan.
Your materials for BSBPEF301
Eight items. Customise them to make them fit your specific delivery, and log every change in your Amendment Record below.
Training and Assessment StrategyThe strategy the program runs under — purpose, cohort, session outline, resources and WHS. Read it before you plan anything.
Get itDelivery planHow the three sessions fit together as a connected series.
Get itSession plan 1Customise it for your learners.
Get itSession plan 2Customise it for your learners.
Get itSession plan 3Customise it for your learners.
Get itPowerPoint — Session 1A PowerPoint is required in every session.
Get itPowerPoint — Session 2A PowerPoint is required in every session.
Get itPowerPoint — Session 3A PowerPoint is required in every session.
Get itLearner handoutsThe templates, cards and observation sheets your three sessions use. Print what each session needs before you get there.
Get it
BSBWHS211 · Release 1
Contribute to the health and safety of self and others
The most hands-on of the five. Check your learners do not already hold it — many workers have sat through WHS inductions.
Session 1 · 30 minutes · Element 1Working safely in your own work areaThe WHS policies and procedures that apply to you, following instructions, pre-start checks, and what to do when an incident happens.Live pre-start check and walk-through
Session 2 · 30 minutes · Element 2Hazards, reporting and your roleWho to raise concerns with, spotting existing and potential hazards, and recording and reporting them properly.Hazard hunt and report writing on a real form
Session 3 · 30 minutes · Element 3Having a say on safetyTaking part in meetings and inspections, raising hazards with the right people, and helping put controls in place.Simulated toolbox talk and inspection
What your learners will be doing: Run a pre-start check, complete a hazard hunt and fill in a hazard report, then take part in a toolbox talk where they raise and act on a hazard.
Your materials for BSBWHS211
Eight items. Customise them to make them fit your specific delivery, and log every change in your Amendment Record below.
Training and Assessment StrategyThe strategy the program runs under — purpose, cohort, session outline, resources and WHS. Read it before you plan anything.
Get itDelivery planHow the three sessions fit together as a connected series.
Get itSession plan 1Customise it for your learners.
Get itSession plan 2Customise it for your learners.
Get itSession plan 3Customise it for your learners.
Get itPowerPoint — Session 1A PowerPoint is required in every session.
Get itPowerPoint — Session 2A PowerPoint is required in every session.
Get itPowerPoint — Session 3A PowerPoint is required in every session.
Get itLearner handoutsThe templates, cards and observation sheets your three sessions use. Print what each session needs before you get there.
Get it
BSBPEF201 · Release 1
Support personal wellbeing in the workplace
More practical than it sounds — the unit builds to a real conversation with a supervisor, including planning for a difficult response.
Session 1 · 30 minutes · Element 1What affects your wellbeing at workPersonal factors, workplace factors, and how the two meet in your own role.Facilitated discussion with a self-check tool
Session 2 · 30 minutes · Elements 2 and 3Raising it with your supervisorPlanning the conversation, choosing the approach and method, preparing for a negative response, then having it and reviewing how it went.Planned and role-played conversation
Session 3 · 30 minutes · Element 4Finding the support that existsReviewing what is available, picking what suits your workplace, and writing down how to access it.Resource review and a written access plan
What your learners will be doing: Complete a wellbeing self-check, plan and role-play a real conversation with a supervisor including a difficult response, then write a resource access plan.
Your materials for BSBPEF201
Eight items. Customise them to make them fit your specific delivery, and log every change in your Amendment Record below.
Training and Assessment StrategyThe strategy the program runs under — purpose, cohort, session outline, resources and WHS. Read it before you plan anything.
Get itDelivery planHow the three sessions fit together as a connected series.
Get itSession plan 1Customise it for your learners.
Get itSession plan 2Customise it for your learners.
Get itSession plan 3Customise it for your learners.
Get itPowerPoint — Session 1A PowerPoint is required in every session.
Get itPowerPoint — Session 2A PowerPoint is required in every session.
Get itPowerPoint — Session 3A PowerPoint is required in every session.
Get itLearner handoutsThe templates, cards and observation sheets your three sessions use. Print what each session needs before you get there.
Get it
BSBPEF302 · Release 1
Develop self-awareness
The most reflective of the five, but it ends in a concrete action plan that learners draft and then have challenged.
Session 1 · 30 minutes · Element 1Attitudes and values at workWhat they are, how yours differ from other people’s, and the part they play on the job.Card-sort activity and group debrief
Session 2 · 30 minutes · Element 2Assessing your own skillsAdaptability, motivation, commitment and resilience — and what the honest picture looks like.Self-assessment and structured feedback exchange
Session 3 · 30 minutes · Elements 3 and 4Your action planTurning strengths and gaps into an action plan, getting feedback on it, and setting up how you will keep improving.Guided drafting with peer challenge
What your learners will be doing: Sort and rank values against real workplace situations, complete a self-assessment and exchange structured feedback, then draft an action plan and have it challenged.
Your materials for BSBPEF302
Eight items. Customise them to make them fit your specific delivery, and log every change in your Amendment Record below.
Training and Assessment StrategyThe strategy the program runs under — purpose, cohort, session outline, resources and WHS. Read it before you plan anything.
Get itDelivery planHow the three sessions fit together as a connected series.
Get itSession plan 1Customise it for your learners.
Get itSession plan 2Customise it for your learners.
Get itSession plan 3Customise it for your learners.
Get itPowerPoint — Session 1A PowerPoint is required in every session.
Get itPowerPoint — Session 2A PowerPoint is required in every session.
Get itPowerPoint — Session 3A PowerPoint is required in every session.
Get itLearner handoutsThe templates, cards and observation sheets your three sessions use. Print what each session needs before you get there.
Get itWould you rather deliver your own unit?
You can. If there is a unit that suits your workplace or your learners better, tell us which one and we will develop a TAS and a delivery pack for it, built around that unit. Allow up to three business days.
Already work at an RTO with your own training and assessment strategy and materials? You may use those instead — check with AITT first.
2
The rest of your journey
Everything you complete yourself, in the order you will need it. Hover a document name — or tap the i — to see what it asks you for.
Before you start — once, for the whole series
Delivery Preparation FormOne, before you plan anything
Delivery Preparation Form
Where the task starts. You name the unit you chose, pull the purpose, target group, learning resources and delivery requirements out of the TAS in your pack, then read the unit on training.gov.au and write down the standard of performance it requires. Finish with your venue, equipment and recording set-up.Performance criteria 1.1 · 1.2 · 1.3
Whole seriesDownload
Learner Information SheetPrint one per learner
Learner Information Sheet
Your learners fill this in, not you. Print one for every person you are training and have them complete it before training starts — their role and experience with the topic, how they prefer to learn, anything affecting their reading, writing, numeracy or use of digital tools, and any support they need. These sheets are what you build your Learner Needs & Support Summary from.Performance criterion 2.1
Whole seriesDownload
Learner Needs & Support SummaryOne, with a referral note if needed
Learner Needs & Support Summary
Read across the Learner Information Sheets and set out what each learner needs. Split it two ways: what you can support inside your own role, and the adjustment you will make for it; and anything beyond your role, which you discuss with the Student Support Officer within a week and record on the referral note. Foundation skills here means language, literacy, numeracy, digital literacy and employability skills.Performance criteria 1.4 · 2.1
Whole seriesDownload
WHS Risk AssessmentOne, for your venue and activities
WHS Risk Assessment
Walk the space you will be training in, then list the hazards attached to the venue and to the activities in your session plans. Assess each risk and write down the control you will put in place. Your assessor watches for these same controls being applied in the recording, so keep the list realistic.Performance criterion 1.5
Whole seriesDownload
Before each session
Amendment RecordOne, updated every time you change something
Amendment Record
This is where your customising gets evidenced, so it matters more than it looks. Every change you make to the session plans, the delivery plan or the PowerPoints from your pack gets logged — what you changed, why, and when. That includes the customisation you did before Session 1 and the adjustments you made mid-series because of how learners were going. Recording amendments according to organisational procedures is a performance criterion in its own right.Performance criteria 2.3 · 4.3
Whole seriesDownload
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. 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 at an AITT delivery day rather than on video, you do not need this form.
On the day
Environment and equipment checkAt the start of every session
Prepare the environment and check the equipment
Before you teach: set the room up the way your plan needs it, check every piece of equipment works and is safe to use, and put in place the controls from your WHS Risk Assessment. Do this on camera at the start of the session and talk through what you are checking — it is the cleanest way to evidence it. Nothing to download; it happens in the recording and you note it in the Training Record.Performance criteria 3.1 · 3.5
Session 1You do this on camera
Session 2You do this on camera
Session 3You do this on camera
Session recordingOne for each session
Session recording
A video of the whole session, at least 30 minutes, start to finish, not cut or edited. Any common video format is fine. Frame it so you and your learners are both visible and audible — your assessor has to see learner engagement and participation, not just you talking. The rules and some set-up tips are further down this page.
Session 1You record this
Session 2You record this
Session 3You record this
Training RecordOne for each session
Training Record and progress notes
Filled in during the session or straight after it. Date, duration and venue; who attended; what you actually covered against the session plan and any variation and why; then progress notes for every learner — how they participated, how their skill developed, anything to follow up. The last section is the one people skip: engagement dips you responded to, foundation skill needs you picked up and what you did about them, and any WHS issue and how you handled it.Performance criteria 3.6 · 4.1 · 4.2
Session 1Download
Session 2Download
Session 3Download
After your series
Learner Feedback FormOne from every learner
Learner Feedback Form
Your learners fill this in, not you. Seeking learner feedback is a performance criterion and standard EduPro procedure, so collect a form from every person you trained. Print them and hand them out at the end of the last session while everyone is still in the room — chasing them afterwards rarely works. Scans or clear photos of the paper forms are fine.Performance criterion 5.1
Training Records Register and storage statementOne register for all your records
Training Records Register and storage statement
One register listing every training record you created — session plans, training records, progress notes, learner information sheets, feedback forms, consents — with its file name, where it is stored and the date you filed it. Underneath, you state the rules you followed: where the records are kept, who can get to them, and how long they are held. The unit asks you to maintain and store training records, so this is how you show the storage half.Performance criterion 3.6
Whole seriesDownload
Self-Review of PracticeOne, after every session is done
Self-Review of Practice
Your honest account of how you facilitated — not how the learners did. Planned against actual; what worked and the evidence for it from your recordings, records and feedback forms; where learners struggled and how you responded; the engagement dips and foundation skill needs you adapted for, and why. Finish with at least three specific improvements for your future practice — things a person could act on, like “demonstrate once in silence before they try it”, not “explain things better”.Performance criterion 5.2
Whole seriesDownload
Assessment Submission Record (ASR)One, signed, with your submission
Assessment Submission Record (ASR)
The cover sheet for this submission. 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 submissionSummative 2 submission
© Australian Institute of Technology Transfer (AITT) — RTO 50834. All rights reserved.
These materials, including all templates, forms and assessment tools, and the EduPro Training Institute simulated RTO, are the property of AITT. They are provided to enrolled AITT students solely for completing their qualification. No part may be copied, reproduced, distributed, adapted, or used for training or assessment by any other person or organisation without the prior written permission of AITT.
These materials, including all templates, forms and assessment tools, and the EduPro Training Institute simulated RTO, are the property of AITT. They are provided to enrolled AITT students solely for completing their qualification. No part may be copied, reproduced, distributed, adapted, or used for training or assessment by any other person or organisation without the prior written permission of AITT.
Unit 5 · TAEDEL411 Facilitate vocational training
Your two one-on-one sessions
Two individual sessions, at least 30 minutes each, delivered to one learner face to face. You do not plan these from scratch — you take the topic of a group session you have already prepared and plan it again for this one person.
Who you teach: one learner who is not in your group of four, and the same person for both sessions. They are a genuine learner, like everyone else in this unit — someone who does not already hold the skill and who actually learns it.
1
Pick two of the sessions you already prepared
One for each one-on-one. Use a different session for each — your two individual sessions have to cover different content.
Session 1The session you opened the series with.
Session 2The one that built on it.
Session 3Where the series finished.
So, for example: your first one-on-one runs the content of Session 2 and your second runs the content of Session 1. Either order, any two of the three — they just have to be two different ones. You are reusing the topic and the material, not the plan.
2
Re-plan each one for your learner
A group session delivered at one person is not an individual session, and an assessor can see the difference in about two minutes. Here is what has to change.
In the group session plan
One-on-one
Group activities and discussion
There is no group to discuss with. Turn it into practice, questioning and teach-back — the learner doing it while you watch.
Timing built for a group
One-on-one runs faster. Plan more practice and less talking, and know what you will add if you finish early.
Pitched at the group’s level
Pitch it at this learner, from their Learner Information Sheet. They are not in your group, so nothing you learned about the group carries over.
Checks for learning at the end
You can check continuously when there is one person in front of you. Say where and how.
The group venue and its hazards
If you are training somewhere else, the hazards are different. Cover the one-on-one venue in your WHS Risk Assessment.
Where this gets recorded: Part B of the Individual Session Plan, and your Amendment Record. Both are in the list below.
3
The rest of your journey
Everything these two sessions need, in the order you will need it. Most of it is the same paperwork as your group series — one set of forms covers all five sessions. Hover a document name — or tap the i — to see what it asks you for.
Before you start — the same forms as your group series
Delivery Preparation FormYou have already done this one
Delivery Preparation Form
One form covers the whole five-session series, so if you completed it for your group sessions there is nothing to redo here. Check one thing: the delivery mode field has to say three group sessions and two individual sessions, and your venue and recording set-up has to cover the one-on-one sessions too if they are somewhere else.Performance criteria 1.1 · 1.2 · 1.3
Whole seriesDownload
Learner Information SheetPrint one for your individual learner
Learner Information Sheet
Your individual learner fills this in before you train them, exactly as your group learners did. You need it: this person is not in your group, so what you know about the group tells you nothing about them. Their role and experience with the topic, how they prefer to learn, anything affecting reading, writing, numeracy or digital tools, and any support they need.Performance criterion 2.1
Whole seriesDownload
Learner Needs & Support SummaryAdd a row for this learner
Learner Needs & Support Summary
The same summary you built for your group, with one more row: your individual learner. Split it the same two ways — what you can support inside your own role and the adjustment you will make, and anything beyond your role, which goes to the Student Support Officer and onto the referral note.Performance criteria 1.4 · 2.1
Whole seriesDownload
WHS Risk AssessmentOnly if the one-on-one venue is different
WHS Risk Assessment
If your individual sessions run in the same space as your group sessions, your existing assessment already covers them. If they run somewhere else — and they often do — walk that space and add its hazards and controls. Your assessor watches for those same controls in the recording.Performance criterion 1.5
Whole seriesDownload
Before each one-on-one
Individual Session PlanOne for each session — print two
Individual Session Plan
Where you re-plan a group session for one person. Name the group session you are adapting, set out what this learner needs from their Learner Information Sheet, then fill in Part B: what the group plan does beside what you will do instead, and why. Part B is the part your assessor reads first — it is the evidence that you can customise training for an individual learner rather than repeat a group session at someone.Performance criteria 2.2 · 2.3 · 4.3
Individual 1Download
Individual 2Download
Amendment RecordThe same record, kept going
Amendment Record
Keep using the record you started for your group series — it is one record for the whole delivery, not one per session type. Log the changes you made re-planning each group session for your individual learner, and anything you adjusted between the first one-on-one and the second because of how it went.Performance criteria 2.3 · 4.3
Whole seriesDownload
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. Your individual learner signs on the day; you sign the declaration before you submit. A recording containing someone who has not signed cannot be assessed. If an AITT trainer is watching you live at a delivery day, you do not need this form.
On the day
Environment and equipment checkAt the start of both sessions
Prepare the environment and check the equipment
Before you teach: set the space up the way your plan needs it, check every piece of equipment works and is safe to use, and put in place the controls from your WHS Risk Assessment. Do this on camera at the start of the session and talk through what you are checking. It is ticked on every session’s observation checklist, including both of these — a one-on-one in someone’s office still needs it.Performance criteria 3.1 · 3.5
Individual 1You do this on camera
Individual 2You do this on camera
Session recordingOne for each session
Session recording
A video of the whole session, at least 30 minutes, start to finish, not cut or edited. Frame it so you and your learner are both visible and audible. One-on-one is easier to frame than a group and harder to hear — the two of you talking quietly across a desk defeats most phone microphones, so test the audio from where the camera will actually sit.
Individual 1You record this
Individual 2You record this
Individual Training RecordOne for each session
Training Record and progress notes
Filled in during the session or straight after it. What you actually covered against the plan and any variation and why; then how your learner went — how they took part, how their skill developed between the start and the end, anything to follow up. The last part is the one people skip: engagement dips you responded to, foundation skill needs you picked up and what you did about them, and any WHS issue and how you handled it.Performance criteria 3.6 · 4.1 · 4.2
Individual 1Download
Individual 2Download
After both sessions
Learner Feedback FormOne from your individual learner
Learner Feedback Form
Your learner fills this in, not you. Seeking learner feedback is a performance criterion and standard EduPro procedure, and it applies to your individual learner as much as to your group. Hand it over at the end of the second session while they are still sitting there. A scan or a clear photo of the paper form is fine.Performance criterion 5.1
Training Records Register and storage statementThe same register, with these records added
Training Records Register and storage statement
One register for the whole delivery. Add the records these two sessions produced — your two individual session plans, two training records, the learner information sheet, the feedback form and the consents — each with its file name, where it is stored and the date you filed it.Performance criterion 3.6
Whole seriesDownload
Self-Review of PracticeOne, covering all five sessions
Self-Review of Practice
One review across the whole delivery, not a separate one for these two. Say something specific about the difference: facilitating one person is not a smaller version of facilitating a group, and what you did differently — and what you got wrong the first time and fixed in the second session — is exactly the kind of evidence this asks for.Performance criterion 5.2
Whole seriesDownload
Assessment Submission Record (ASR)One, signed, with your submission
Assessment Submission Record (ASR)
The cover sheet for this submission. Your group sessions and your individual sessions are the one assessment — Summative 2 — and go in together under a single ASR. You fill in your details, tick the pre-assessment checklist, tell us if you need a reasonable adjustment, and sign the student declaration.
Your submissionSummative 2 submission
© Australian Institute of Technology Transfer (AITT) — RTO 50834. All rights reserved.
These materials, including all templates, forms and assessment tools, and the EduPro Training Institute simulated RTO, are the property of AITT. They are provided to enrolled AITT students solely for completing their qualification. No part may be copied, reproduced, distributed, adapted, or used for training or assessment by any other person or organisation without the prior written permission of AITT.
These materials, including all templates, forms and assessment tools, and the EduPro Training Institute simulated RTO, are the property of AITT. They are provided to enrolled AITT students solely for completing their qualification. No part may be copied, reproduced, distributed, adapted, or used for training or assessment by any other person or organisation without the prior written permission of AITT.