Release 

Comments 

Release 2

This version first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.

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

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

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDES401 Design and develop learning programs

TAEDES401A Design and develop learning programs

Updated to meet Standards for Training Packages

Equivalent unit

Release 

Comments 

Release 2

This version first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.