Certificate IV in Training and Assessment

Full course via Face-to-face Learning – $3900

Full course via Self-paced Online Learning – $3300

Full course via Recognition of Prior Learning – $1800 *Subject to suitable evidence being provided for all units

A Blended learning journey is priced at a per-unit rate

Payment Plans

Fixed fees, no interest or charges ever.

Payment plans are only offered to students who pay their own tuition fees. Payment plans are not available if a student is accessing funding.

If you wish to commence a payment plan, please indicate this selection on your application form when prompted.

Students are encouraged to request a payment plan at the time of application. However, these can be entered into at a later date should circumstances change.

Any queries regarding payment plans should be addressed to: mrwed.accounts@mrwed.edu.au

Certificates and/or Statements of Attainment will not be issued prior to full payment of all tuition, establishment, and administration fees.

All Standard Terms and Conditions of MRWED Training and Assessment will apply. (See Participant Information Handbook for more details).

• Operate effectively within Vocational Education and Training (VET) delivery and compliance networks.
• Conduct individual and small group work skill instruction using existing support materials.
• Design learning plans that enable the effective development of skills and impartment of knowledge.
• Access the latest thinking on learning engagement and recognise the importance of adult learning theory.
• Learn how to interpret a unit of competency to create learning programs and assessment plans.
• Understand the relationship between the standards/competencies and the evidence needed to support someone’s claim for competence.
• Participate in the validation of assessment activities to enable the strengthening and improvement of assessment practice.
• Support the implementation of learning and development with individuals and teams.
• Become a more confident presenter and facilitator of learning in a range of contexts: workplace, classroom, and online.
• Establish and develop professional mentoring relationships in the workplace.
• Practice more effective ways of supporting workplace learning.

There are 12 units in the TAE40122 Certificate IV in Training and Assessment. These are divided into 6 core units and 6 elective units. MRWED’s standard TAE40122 program allows learners to build upon a series of ‘stackable’ skill sets. This will enable them to advance their skills and knowledge in ‘bite-sized’ stages, whilst having the opportunity to acquire a range of relevant credentials over their journey. It will also support the aim of entry-level trainers and assessors to work under supervision, prior to attaining their full qualification.

Introduction to VET cluster

• TAEPDD401 Work effectively in the VET sector (Core)
• TAEDEL311 Provide work skill instruction (Elective Group A)
• BSBAUD412 Work within compliance frameworks (Elective Group C)
• BSBCMM411 Make presentations (Imported Elective)

The Australian Vocational Education and Training (VET) system is competency-based, outcomes-focused, and designed to deliver workplace-specific skills and knowledge to suit a wide range of industries. In this cluster, participants will develop an understanding of the regulatory and operational context of VET and build an awareness of how to operate effectively within its compliance-based structure. This will involve examining the systems, frameworks and training products used to create vibrant experiences for learners and work-ready skills for industry. Furthermore, the key stakeholders involved in the sector and how they influence success will be highlighted. From here, participants will be introduced to foundational design and delivery concepts and will have the opportunity to practise the preparation and presentation of simple session plans, with a specific focus on the demonstration of work skills. This will involve delivering multiple sessions both one-to-one, as well as to small groups, which will help to build confidence and support new insights into the different approaches required. Finally, participants will reflect upon their own performances and produce a plan focused on improving their professional practice within the VET environment.

By the end of this cluster, participants will have completed the requirements of the TAESS00028 Work Skill Instructor Skill Set.

Facilitation Skills cluster

• TAEDES412 Design and develop plans for vocational training (Core)
• TAEDEL411 Facilitate vocational training (Core)

Effective facilitation skills help trainers to create positive and engaging experiences for their learners, which can lead to increased retention and better outcomes. In this cluster, participants will advance their design and delivery skills by using a nationally recognised training product, or similar standard, as the basis for planning, preparing, and facilitating face-to-face vocational training. This involves documenting a series of session plans to be delivered to both individual learners and groups of learners, as well as using and customising existing plans and resources to facilitate the training. Participants will also learn how to frame their sessions to reflect the needs and characteristics of learners to create more relevant and meaningful training. A range of best-practice facilitation techniques and learning activities will be modelled to support participants in creating sustainable learner engagement.

By the end of this cluster, participants will have completed the requirements of the TAESS00021 Facilitation Skill Set.

Assessor Skills cluster

• TAEDES411 Use nationally recognised training products to meet vocational training needs (Core)
• TAEASS412 Assess competence (Core)
• TAEASS413 Participate in assessment validation (Core)

Assessment plays a critical role in verifying learner competence and underpins the integrity of Australian VET qualifications. In this cluster, participants will analyse and use nationally recognised training products as the basis for planning, preparing for and conducting competency-based assessment. This includes accessing a training and assessment strategy (TAS) to guide the process, preparing learners to be assessed, customising assessment where appropriate, gathering quality evidence, making assessment judgements, and completing the relevant recording and reporting functions. All in all, participants will conduct a total of six assessments, with at least one of these being via recognition of prior learning (RPL). They will also contribute to the validation of assessment tools prior to conducting assessment and be involved in the post-assessment validation of practices and judgements. Finally, participants will explore how to improve their own assessment practice based on self-reflection and learner feedback.

By the end of this cluster, participants will have completed the requirements of the TAESS00019 Assessor Skill Set.

Supporting Work-Based Learning cluster

• BSBHRM413 Support the learning and development of teams and individuals (Elective Group C)
• TAEDEL412 Facilitate workplace-based learning (Elective Group A)
• TAEDEL414 Mentor in the workplace (Elective Group A)

This cluster is firmly focused on delivering training within a workplace setting and acknowledges the important contribution that learning professionals make to the upskilling of the workforce. Firstly, participants will learn how to determine individual and team development needs in the workplace. This will involve collecting data on performance and working collaboratively with learners to identify areas for improvement. From here, the focus moves to the creation of suitable work-based learning pathways to satisfy the identified needs. This will include implementing existing learning plans and resources based on established standards, as well as customising sessions to meet any unique requirements uncovered. Following this, participants will hone their skills in mentoring and will practise developing a professional mentoring relationship with individuals in the workplace. This will involve negotiating and documenting an agreed mentoring plan with at least 1 mentee, before facilitating at least three mentoring sessions. Finally, participants will monitor and evaluate the various workplace learning solutions they have implemented.

By the end of this cluster, participants will have completed the requirements of the TAESS00020 Workplace Trainer Skill Set (providing they have successfully completed TAEDEL411 from Facilitation Skills cluster).

For students that are looking to explore the world of online and distance learning instead of the “Supporting Work-based Learning” cluster, MRWED offers an alternative elective cluster via self-paced online delivery called the “Online and Distance Education” cluster.

Online and Distance Education cluster (online delivery only)

• TAEDEL405 Plan, organise and facilitate online learning (Elective Group A)
• TAEASS404 Assess competence in an online environment (Elective Group A)
• TAEDEL413 Facilitate distance-based training (Elective Group A)

The delivery of training and assessment via online and distance modes is well-established in the VET sector. However, they often require different skills, methodologies, and resources than those used in a face-to-face context. In this cluster, participants will learn how to plan, organise, and facilitate dynamic online learning for individuals and groups, and assess the competence of these learners within an online environment. They will also build an awareness of the nuances between online training development and the transformation of training content into captivating ‘offline’ (distance-based) options. Common tools that can be used to promote interaction and collaboration amongst learners will be highlighted, together with suitable methods to facilitate feedback and support. Further to this, participants will have the opportunity to expand their online and distance capacity through the facilitation of both live (synchronous) and self-paced (asynchronous) activities.

By the end of this cluster, participants will have completed the requirements of the TAESS00023 Online Learning and Assessment Skill Set

The Learning and Assessment Journey for MRWED Students 

In a competency-based training environment, which is centred on demonstrated competence against industry-defined standards of performance rather than strict course durations, students aren’t required to study for a specified number of weeks or months. Competency-based training is the concept that individuals learn at different rates as well as through different modes and different environments and that the skills and knowledge that a student has acquired previously are able to be formally recognised.

We suggest leaving a few months between formal learning activities as a place to start when working out your schedule. Learners may find after attending a Face-to-Face session or a Facilitator-led online learning session that they are very comfortable with the concepts and have great access to resources in the workplace therefore can complete those assessments more quickly than planned. The opposite is also true, learners may find the content quite foreign and very new to them, they might not have had any previous experience with the theory and may take longer to work through the activities and assessments. In some clusters, learners may find it takes longer to simply coordinate the required support and access to others in order to complete a task. Whilst we structure the learning to guide our students through the program, some of the assessment work is self-paced therefore a specific time frame for completion is not stated.

We provide up to 12 months on an enrolment period to allow adequate time for a learner to complete the required work. We offer flexible scheduling options, so our learners have the choice to bring a cluster forward if they have completed quicker than expected or push one back if they are just not ready to move on to the next topic yet within their 12 month enrolment period. Please note, an administration fee may apply for non-attendance or late notice rescheduled sessions.

Pre-Training Activities

These activities are designed to prepare learners for the learning cluster to follow. When studying face-to-face, this includes, but is not limited to:

• Prereading
• viewing of video content
• research tasks
• self-preparedness reviews.

When studying online the pre-reading is integrated into the “formal instruction” and will be completed along the journey.

Face-to-face Learning

These include group discussions, poster activities, presentations, responses to case studies, simulations, resource development, peer review, self-evaluation, and the opportunity to collaborate with other like-minded learners.

Public courses are held in Brisbane, Sydney, and Melbourne. Custom programs are available to be delivered on the client’s site or other suitable locations.

Face-to-face students are provided a log into the MRWED online portal which contains a copy of all their courseware and assessments together with a range of pertinent documents to support them during the different clusters. This includes:

• templates (e.g. session plans, learning programs, assessment plans, assessment tools, assessment instruments)
• policies and procedures for managing training and assessment arrangements, copies of sample units of competency together with their assessment conditions
• articles and videos for reflection tasks, as well as the bank for extension activities.  

MRWED Training and Assessment facilities have been developed to create a suitable practice environment that models conditions typically found in a traditional training and assessment environment.

Self-paced Online Learning

MRWED uses the online learning platform aNewSpring to host and coordinate training and assessment activities. Online students navigate through an integrated program of study that combines course content, learning activities, reinforcement tasks, extension exercises, and reflections, as well as formative and summative assessments. All the required materials and support documents will be available via their online portal. Students choosing this mode will also have free access to optional Facilitator-led zoom sessions where a MRWED Learning Leader will introduce students to critical course content in a way that often mimics the dynamic interactions of our face-to-face training.

The MRWED online self-paced journey has clustered units to mirror the face-to-face journey. However, it has been designed to be completed as a unit-by-unit experience. This creates greater flexibility for learners and will allow them to complete single units within a cluster, in the event they receive credit transfers and/or successful RPL.

Reinforcement and Extension

Reinforcement activities are designed to strengthen the learner’s understanding of key content and enhance their skills required in the application. This includes: 

• structured webinars from the MRWED “VET Practice in Action” Series aimed at reinforcing learner understanding
• extension activities related to the content covered in the formal instruction, selected from an activity bank aimed at reinforcing both knowledge and skill
• research tasks that enable learners to gain some further perspectives on pertinent content, dig deeper into important topics within a learning cluster or facilitate the collection of relevant resources to support the training and assessment journey
• practice tasks designed to build learner confidence and support their acquisition of competency.

Reflection Tasks (Read/View/Reflect and Share)

Each learning cluster has a suite of resources designed to both complement and extend learning. The learners are invited to read relevant articles, view videos and reflect upon the content in relation to the program and make comments on the implications for trainers and assessors.

Assessment Tasks

Formal assessment tasks are required to be completed by each learner. These tasks capture all the required components for each Unit of Competency and act as the summative assessment for the program. Detailed feedback is provided to learners post-submission and they are required to reflect upon this feedback, make changes where necessary, and share thoughts with the MRWED Learner Success Team.

MRWED’s decisions about the duration of the delivery of this qualification take into account the candidates’ likelihood of successfully achieving the learning outcomes and ensure that the integrity of the qualification outcomes are maintained. MRWED acknowledges that the amount of training provided by us is only part of the overall volume of learning and relates primarily to formal activities including classes and other extension tasks.

The amount of training allocated for this qualification is based on the prior experience of each participant. Learners who have a lot of relevant prior experience may have the ability to complete the qualification in a shorter timeframe. However, those who are new to the profession will often take a longer time frame to complete and will be supported by our dedicated Learner Success team throughout their journey. Learners should expect a duration between six and twelve months to meet the requirements of TAE40122, which is consistent with the AQF volume of learning indicators for a Certificate IV qualification.

Our published public schedules represent the instructor-led “contact time” for candidates choosing a fully face-to-face learning pathway. However, additional reading, research, participation in webinars, project work and assessment activities may be required over the duration of their study to successfully complete the qualification.

Those entering this qualification must be able to demonstrate vocational competence in their proposed training and assessing area. Vocational competence is defined as broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification.