Unit of competency details

TAEDES401 - Design and develop learning programs (Release 2)

Summary

Releases:
ReleaseStatusRelease date
2 (this release)Current 10/Mar/2017
(View details for release 1) Replaced06/Apr/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to TAEDES401A - Design and develop learning programsUpdated to meet Standards for Training Packages 05/Apr/2016


Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
TLI - Transport and Logistics Training PackageTransport and Logistics Training Package 5.0 
TAE - Training and Education Training PackageTraining and Education Training Package 2.1 
PPM - Pulp & Paper Manufacturing Industry Training PackagePulp & Paper Manufacturing Industry Training Package 2.0 
MEA - Aeroskills Training PackageAeroskills Training Package 2.0 
FWP - Forest and Wood Products Training PackageForest and Wood Products Training Package 4.0 
BSB - Business Services Training PackageBusiness Services Training Package 3.0 

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the Title columnRelease
TLI41418 - Certificate IV in Transport and Logistics (Road Transport - Motorcycle Riding Instruction)Certificate IV in Transport and Logistics (Road Transport - Motorcycle Riding Instruction) 
TLI41318 - Certificate IV in Transport and Logistics (Road Transport - Heavy Vehicle Driving Instruction)Certificate IV in Transport and Logistics (Road Transport - Heavy Vehicle Driving Instruction) 
TLI41218 - Certificate IV in Transport and Logistics (Road Transport - Car Driving Instruction)Certificate IV in Transport and Logistics (Road Transport - Car Driving Instruction) 
TAE40116 - Certificate IV in Training and AssessmentCertificate IV in Training and Assessment 
PPM40216 - Certificate IV in Papermaking OperationsCertificate IV in Papermaking Operations 1-2 
PPM40116 - Certificate IV in Pulping OperationsCertificate IV in Pulping Operations 1-2 
MEA60318 - Advanced Diploma of Aviation Non-Destructive TestingAdvanced Diploma of Aviation Non-Destructive Testing 
FWP40216 - Certificate IV in Timber ProcessingCertificate IV in Timber Processing 1-2 
FWP40116 - Certificate IV in Forest OperationsCertificate IV in Forest Operations 
CPP50811 - Diploma of Waste ManagementDiploma of Waste Management 
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  09/Aug/2016 
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Unit Of competency

Modification History

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.

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.

Unit Sector

Learning design

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

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

Unit Mapping Information

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

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

 

Assessment requirements

Modification History

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.

Performance Evidence

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.

Knowledge Evidence

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

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