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Evidence Guide: TAEDES401 - Design and develop learning programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEDES401 - Design and develop learning programs

What evidence can you provide to prove your understanding of each of the following citeria?

Define the parameters of the learning program

  1. Clarify the purpose and type of learning program with key stakeholders
  2. Access and confirm the competency standards, and other training specifications, on which to base the learning program
  3. Identify language, literacy and numeracy requirements of the program
  4. Identify and consider characteristics of the target learner group
Clarify the purpose and type of learning program with key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and confirm the competency standards, and other training specifications, on which to base the learning program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify language, literacy and numeracy requirements of the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and consider characteristics of the target learner group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within the VET policy framework

  1. Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices
  2. Identify changes to training packages and accredited courses, and apply these to program development
  3. Conduct work according to organisational quality assurance policies and procedures
Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify changes to training packages and accredited courses, and apply these to program development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct work according to organisational quality assurance policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop program content

  1. Research, develop and document specific subject matter content, according to agreed design options
  2. Evaluate existing learning resources for content relevance and quality
  3. Specify assessment requirements of the learning program
Research, develop and document specific subject matter content, according to agreed design options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate existing learning resources for content relevance and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify assessment requirements of the learning program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design the structure of the learning program

  1. Break the learning content into manageable segments, and document the timeframe for each segment
  2. Determine and confirm delivery strategies, required assessment methods and tools
  3. Document the complete learning program in line with organisational requirements
  4. Review the complete program with key stakeholders, and adjust as required
  5. Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan
Break the learning content into manageable segments, and document the timeframe for each segment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and confirm delivery strategies, required assessment methods and tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the complete learning program in line with organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the complete program with key stakeholders, and adjust as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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.

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.