Unit of competency
Modification History
Release |
Comments |
Release 2 |
This version first released with TAE Training and Education Training Package Release 2.1. |
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 |
|
Writing |
1.1, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5 |
|
Oral Communication |
1.4 |
|
Numeracy |
4.1 |
|
Navigate the world of work |
4.3 |
|
Interact with others |
1.1, 1.2, 4.2, 4.4 |
|
Get the work done |
1.1-1.4, 2.1-2.3, 3.1-3.3, 4.1-4.5 |
|
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.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3