Certificate IV in Training and Assessment

Recognition of Prior Learning – $1490.00 *Subject to suitable evidence being provided for all units

TAE40110 to TAE40116 Upgrade program – $400.00 – $1,030.00 *Final price is subject to verification of eligible credit transferable units

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).

• 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 tools.
• 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.
• Become a more confident presenter and facilitator of learning.
• Practise more effective ways of supporting workplace learning.
• Identify how to best support candidates who have language, literacy and numeracy challenges.

There are 10 units in the Certificate IV in Training and Assessment. These are divided into 9 core units and 1 elective unit. These are listed below:

Clusters

Learning Design (DES)

• TAEDES401 Design and develop learning programs
• TAEDES402 Use Training Packages and accredited courses to meet client needs

Language Literacy and Numeracy (LLN)

• TAELLN411 Address adult language, literacy and numeracy skills

Assessment (ASS)

• TAEASS401 Plan assessment activities and processes
• TAEASS502 Design and develop assessment tools
• TAEASS402 Assess competence
• TAEASS403 Participate in assessment validation

 Delivery and Facilitation (DEL)

• TAEDEL401 Plan, organise and deliver group-based learning
• TAEDEL402 Plan, organise and facilitate learning in the workplace
• BSBCMM411 Make presentations

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 is quite foreign and very new to them, they might not have had any previous experience with the theory and may take much 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, the assessment work is self-paced therefore a specific time frame for completion is not stated. 

We provide up to 12months 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 the next topic yet within their 12month 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 have the opportunity to collaborate with other likeminded learners.

Public courses are held in national MRWED Training and Assessment Centres in Brisbane, Sydney and Melbourne. Custom programs are available to be delivered on the client’s site or other suitable location.  

Face-to-face students are provided with a MRWED USB 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. 

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

Self-paced Online Learning

MRWED uses the online learning platform Canvas 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 assessment. All the required materials and support documents will be available via their online portal.

The Learner Success Team will be available throughout the learning journey and will make regular contact with the learner to support them through the program.

Facilitator-led Online Learning

MRWED has now combined the Zoom webinar platform with our popular self-paced online program to create a facilitator-led, online learning program via Zoom! This option continues to use the online learning platform Canvas to host and coordinate training and assessment activities, whilst also adding an extra level of support via scheduled Zoom sessions. During these live, facilitator-led sessions 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. They will also provide additional coaching and support to learners to aid in the preparation of projects and completion of other assessment activities.

Additionally, students benefit from easy access to MRWED’s Learner Success Team through instant messaging, email and telephone via a FREECALL number.

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 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 on 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 are programmed after all the other required activities for a learning cluster have been completed. 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 their MRWED Learner Success Team Mentor. 

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 TAE40116, 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 program must be able to demonstrate vocational competency in their proposed teaching and assessing area. Vocational competency is defined as broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification.