Unit of competency Outline

Date retreived
22/07/2026 5:54 AM AWST

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Provide advanced facilitation practice

Provide advanced facilitation practice

Unit of competency
National Code
TAEDEL502A
State Code
S7794
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
12/10/2011
View on TGA
State Implementation and Classification
Approved Date
13/03/2012
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
13/03/2012
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to provide high level facilitation practices in a vocational education and training context. It also focuses on achieving continuous improvement through reflective practice.
Notes
Elements and Performance Criteria
1. Extend facilitation practices
  • 1.1 Update knowledge of learning methods, facilitation techniques and learning theories to improve delivery and facilitation practices
  • 1.2 Maintain currency of vocational competencies and related subject matter expertise
  • 1.3 Practise flexibility, innovation and responsiveness in facilitation practice
  • 1.4 Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches
2. Prepare for complex environments
  • 2.1 Identify environmental conditions and their potential impact on teaching practice
  • 2.2 Manage the constraints to delivery with relevant personnel
  • 2.3 Review and adjust training and assessment strategies to address the constraints of complex environments
3. Prepare for learners with complex needs
  • 3.1 Research the characteristics of learners with complex needs and identify potential barriers to learning
  • 3.2 Develop and adjust training and assessment strategies and customise learning materials to meet needs
4. Develop learner independence
  • 4.1 Enhance learner experiences using a range of learning methods and inclusive practices
  • 4.2 Acknowledge and address potential barriers to learning
  • 4.3 Encourage learners towards self-directed learning by establishing enabling processes
5. Reflect on, and improve practice
  • 5.1 Seek input from other relevant personnel about teaching, facilitation and learning practices
  • 5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement
  • 5.3 Implement the documented improvement plan, review and adjust as required
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Complex environments may include:
workplaces undergoing change or conflict
situations where the cultural context is different from that to which the learner is accustomed
correctional institutions
noisy or uncomfortable training rooms.
Learners with complex needs may include:
disengaged or reluctant learners
people with a disability
people with learning difficulties.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
facilitate groups of learners demonstrating:
the selection and use of different teaching and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs
integration of theory and practice in own performance and in supporting learners to develop competency
a variety of strategies to support increased learner independence
documentation of reflective practice and proposed changes to practice
collect feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or clients
analyse feedback from a range of sources and reflect on the success of the training delivery as well as own performance.
The candidate must be able to show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners or in a different learning context.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible.
Where no workplace is available, a simulated workplace must be provided which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace.
Method of assessment
Critical aspects of evidence for the 3 units:
TAEDEL502A Provide advanced facilitation practice,
TAEASS501A Provide advanced assessment practice, and
TAEPDD501A Maintain and enhance professional practice
are intended to be assessed in the context of a ‘practicum’.
A holistic assessment covering these three units can be accessed on the IBSA website to support such assessment.
Guidance information for assessment
Replaces
State Code National Code Title Type
C9564 TAADEL503B Provide advanced facilitation to support learning Unit of competency
Replaced By
State Code National Code Title Type
AWY79 TAEDEL502 Provide advanced facilitation practice Unit of competency