Application
This unit describes the skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine its design, outline the content, and review its effectiveness.
It applies to trainers or facilitators who work under limited supervision to design, or develop, learning programs that are discrete, and provide a planned learning approach that relates to specific learning and training needs, or part of the learning design for a qualification.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Define the parameters of the learning program | 1.1 Clarify the purpose and type of learning program with key stakeholders 1.2 Access and confirm the competency standards, and other training specifications, on which to base the learning program 1.3 Identify language, literacy and numeracy requirements of the program 1.4 Identify and consider characteristics of the target learner group |
2. Work within the VET policy framework | 2.1 Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices 2.2 Identify changes to training packages and accredited courses, and apply these to program development 2.3 Conduct work according to organisational quality assurance policies and procedures |
3. Develop program content | 3.1 Research, develop and document specific subject matter content, according to agreed design options 3.2 Evaluate existing learning resources for content relevance and quality 3.3 Specify assessment requirements of the learning program |
4. Design the structure of the learning program | 4.1 Break the learning content into manageable segments, and document the timeframe for each segment 4.2 Determine and confirm delivery strategies, required assessment methods and tools 4.3 Document the complete learning program in line with organisational requirements 4.4 Review the complete program with key stakeholders, and adjust as required 4.5 Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
designing, developing and reviewing learning programs within the vocational education and training (VET) context
preparing and developing a minimum of two learning programs:
that contain differentiated learning program designs to reflect particular needs, contexts and timelines
at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.
Evidence of Knowledge
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
information about training package developers and course accreditation agencies responsible for specific learning program parameters
training packages and relevant competency standards to be used as the basis of the learning program
other performance standards and criteria to be used as the basis of the learning program, where relevant
the distinction and relationship between a training package/accredited course, learning strategy and learning program
the different purposes and focus of learning programs
instructional design principles relating to different design options for learning program design and structure
availability and types of different relevant learning resources, learning materials, and pre-developed learning activities
methodologies relating to developing and documenting new learning activities, and related learning materials
different delivery modes and methods
relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation, that may affect training and assessment in the VET sector
describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program.
Assessment Conditions
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to competency standards or accredited courses relevant to the learning programs.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.2, 4.4, 4.5 | Interprets specific information and instructions from a range of sources, to identify relevance to requirements |
Writing | 1.1, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5 | Develops documents and content using the required format, accurate spelling, and grammar and terminology specific to the purpose and audience |
Oral Communication | 1.4 | Uses appropriate language, questioning and listening techniques to provide and elicit information, confirm understanding and explore others’ views. |
Numeracy | 4.1 | Interprets familiar measurements relating to timeframes and compares against requirements |
Navigate the world of work | 4.3 | Follows organisational protocols, policies and procedures regarding program documentation |
Interact with others | 1.1, 1.2, 4.2, 4.4 | Recognises the importance of consultation and negotiation while collaborating to confirm strategy and achieve required outcomes |
Get the work done | 1.1-1.4, 2.1-2.3, 3.1-3.3, 4.1-4.5 | Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Identifies and responds to potential risks, considering options for different approaches Uses information and communications technology (ICT) based tools to conduct research, design work processes, and to complete work tasks |
Sectors
Learning design