- TAEDES401A - Design and develop learning programs
Design and develop learning programs
This unit typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.
Elements and Performance Criteria
1. Define parameters of the learning program
1.1. Clarify 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 vocational education and training (VET) policy framework
2.1. Access relevant 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 structure of the learning program
4.1. Break the learning content into manageable segments and document timeframe for each segment
4.2. Determine and confirm delivery strategies and required assessment methods and tools
4.3. Document complete learning program in line with organisational requirements
4.4. Review 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
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
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
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).
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:
organisational work requirements and training 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:
blended delivery mode
delivery methods, for example:
lock-step, learner-paced and mixed
interactive, participative and collaborative
blended delivery methods.
This unit contains employability skills.