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Evidence Guide: TAEDES401A - 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

 

TAEDES401A - Design and develop learning programs

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

Define parameters of the learning program

  1. Clarify 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 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 vocational education and training (VET) policy framework

  1. Access relevant 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 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 structure of the learning program

  1. Break the learning content into manageable segments and document timeframe for each segment
  2. Determine and confirm delivery strategies and required assessment methods and tools
  3. Document complete learning program in line with organisational requirements
  4. Review 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 timeframe for each segment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and confirm delivery strategies and required assessment methods and tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document complete learning program in line with organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review 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

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

Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

design, develop and review learning programs within the VET context

prepare and develop 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.

Context of and specific resources for assessment

Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Required Skills and Knowledge

Required skills

organisational skills to ensure resources are available and suitable

evaluation skills to determine the time required for each learning segment and the overall timelines of the learning program

cognitive skills to develop the learning program content and design its structure

language and literacy skills to read and interpret a range of documentation, including technical and subject matter documents, references and texts

Required knowledge

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

distinction and relationship between a training package/accredited course, learning strategy and learning program, where linked

different purposes and focus of learning programs

sound knowledge of learning principles

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

methodology 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

relevant OHS knowledge relating to the work role, and OHS considerations that need to be included in the learning program

Range Statement

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.

Purpose may include:

developing vocational competency or vocational skills

developing language, literacy and numeracy skills

developing general education

meeting legislative, licensing and registration requirements, such as OHS requirements.

Other training specifications may include:

curriculum specifications

product specifications

organisational work requirements and training needs

induction needs

language, literacy and numeracy development needs

regulatory and licensing requirements.

Vocational education and training policies may include:

policies and procedures set by national organisations, such as the National Quality Council

Australian Quality Training Framework

other relevant policies.

Delivery strategies may include:

focus of delivery in terms of size and type of group

context of delivery, for example:

in the workplace

in a training room

in a community setting

mode of delivery, for example:

face-to-face

online

blended delivery mode

delivery methods, for example:

lock-step, learner-paced and mixed

interactive, participative and collaborative

blended delivery methods.