Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEDES501A Mapping and Delivery Guide
Design and develop learning strategies

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDES501A - Design and develop learning strategies
Description This unit describes the performance outcomes, skills and knowledge required to design, develop and review learning strategies.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those who develop learning strategies relevant to both Training Package qualifications and course-based qualifications.The learning strategy provides an overview or outline only. Detailed guidance is provided in the content of specific learning programs.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine the parameters of the learning strategy
  • Clarify the purpose of the learning strategy, likely target groups and their learning needs
  • Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option
  • Consult with relevant people to confirm the parameters of the learning strategy
       
Element: Develop the framework for the learning strategy
  • Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark
  • Analyse industry or organisation documentation to determine additional and supporting requirements
  • Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery
  • Use appropriate learning theories and instructional design principles to support the learning strategy design
  • Identify and document broad content headings
  • Consult to modify and confirm the framework
  • Develop the review process for the learning strategy
       
Element: Devise the content and structure of the learning strategy
  • Elaborate on and document each content heading to form an overview of content to be addressed
  • Sequence the content to support learning and determine overall timelines within operating constraints
  • Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved
  • Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context
  • Identify and document operational requirements
       
Element: Review the learning strategy
  • Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation
  • Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy
  • Make recommendations and changes based on outcomes of the review processes, where appropriate, and document these
  • Make modifications and document as part of a continuous improvement strategy
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

present a minimum of two examples of learning strategies designed by the candidate with differentiated design structures in each that:

reflect the specific requirements of the qualification or skill set, and

reflect client needs and contexts of application

implement at least one learning strategy

document a review which provides outcomes and evidence of continuous improvement.

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.

Method of assessment

Guidance information for assessment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to collaborate with others on the strategy development

literacy skills to write the learning strategy in accordance with design requirements

planning skills to:

organise and structure the development process

identify measures to monitor progress

research skills and techniques to gather and interpret information relevant to the content and development of the learning strategy.

Required knowledge

Training Packages, including content of Training Packages relevant to learning strategy

relevant accredited courses

Australian Quality Training Framework (AQTF) for registered training organisations (RTOs)

Australian Qualifications Framework (AQF) including:

key features of each qualification level

guidelines on cross-sector qualification linkages

industry and enterprise knowledge, such as:

industry or enterprise requirements relevant to the learning strategy

industry licensing arrangements, where relevant

the main branches of learning theory incorporating behavioural learning theory; cognitive learning theory; experiential learning theory; information processing theory and current research on learning as it relates to teaching in an adult environment

instructional learning design

assessment approaches, including:

the basis and rationale for different assessment methods appropriate to the learning strategy.

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.

Industry or organisation documentation may include:

workplace policies and procedures

internal competency specifications

existing training or learner support materials

existing course information and curriculum

industry codes of practice, guidance notes and other industry information on hazard and risk control

business and risk management strategies

job descriptions

regulatory requirements related to the job, including licensing

outcomes of organisational training needs analyses

documented research relating to potential content

contextualisation rules of relevant endorsed industry Training Packages

relevant Training Package support materials.

Options for design may include:

addressing each unit of competency separately unit by unit within a qualification

clustering units into meaningful combinations to create an integrated learning framework for a skill set or qualification

building from less complex to more complex tasks, skills, knowledge, learning objectives and outcomes

designing around work structures, work organisation and work activities

project-based learning models

synthesising knowledge and skill requirements across the skill set or qualification.

Measures may include:

participant feedback

feedback from clients and industry bodies

enrolments

completion rates

Statements of Attainment, competencies achieved, qualifications awarded

return business

development of language, literacy and numeracy skills as measured by the Australian Core Skills Framework (ACSF).

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Clarify the purpose of the learning strategy, likely target groups and their learning needs 
Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option 
Consult with relevant people to confirm the parameters of the learning strategy 
Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark 
Analyse industry or organisation documentation to determine additional and supporting requirements 
Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery 
Use appropriate learning theories and instructional design principles to support the learning strategy design 
Identify and document broad content headings 
Consult to modify and confirm the framework 
Develop the review process for the learning strategy 
Elaborate on and document each content heading to form an overview of content to be addressed 
Sequence the content to support learning and determine overall timelines within operating constraints 
Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved 
Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context 
Identify and document operational requirements 
Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation 
Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy 
Make recommendations and changes based on outcomes of the review processes, where appropriate, and document these 
Make modifications and document as part of a continuous improvement strategy 

Forms

Assessment Cover Sheet

TAEDES501A - Design and develop learning strategies
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

TAEDES501A - Design and develop learning strategies

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: