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TAE40110

Certificate IV in Training and Assessment

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Learning Design

Part One

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TAEDES401A Design & develop learning programs

Elements:1. Define the parameters of the learning program2. Work within the vocational education and training

policy framework3. Develop learning program content4. Design the structure of the learning program

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Stakeholders

• Corporations, enterprises, business organisations or Government departments

• Individuals undertaking apprenticeships or traineeships

• Groups of learners attending the same course

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• Internal stakeholders from your own organisation: trainers, admin staff

• Candidates for assessment only – who are looking for recognition of prior learning (RPL) or current skills (RCC)

Stakeholders (cont.)

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Purpose of a learning program• Doing an apprenticeship or traineeship• Refresh or update current skills• Learning new procedures or tasks• Professional Development (PD) to keep staff

current• Develop language, literacy or numeracy skills• Meeting legislation, licensing or registration

conditions• Taking corrective action to improve staff

performance• Change career paths

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Competency standards

Competency can be:• based on organisational requirements – the level to

which a task must be performed to meet the organisation’s standards (or benchmarks)

• based of the units of competency in a formal training course – ensuring that a learner is able to satisfy the performance criteria, required skills and knowledge of the individual units (or subjects) that make up the training course.

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Accessing competency standards

• Competency standards can be found in:– organisational policies and procedures

– a variety of government websites – particularly the TGA (Training.gov.au) for formal training packages.

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TGA home page

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Characteristics of a target learner group

• People already in the workforce

• School graduates• Those who have very

specific needs• Those needing only a

refresher• Apprentices or trainees• Individuals learning new

skills

• Unemployed people wishing to improve their employability skills

• Learners from other countries

• Individuals or groups who need to meet licensing or other regulatory requirements

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Overview of VET in Australia

DEEWRDEEWR

AQTFAQTF

AQFAQF ISCISCTGATGA

NCVERNCVER

RTORTOSCHOOLSSCHOOLS

NSSCNSSC

UNIVERSITYUNIVERSITY

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Developing program content

• Determining specific subject matter content• What does the learner need to know?

– Needs of the specific organisation or learner– Requirements of the training package

• Looking at learning resources – use existing resources or develop your own to suit the learning program

• Assessment considerations – how will the learner’s competency be measured

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Training & Assessment Strategy

• Name of the organisation

• Time frames• Qualification details• Units of competency

included in the qualification

• Target audience / clients

• Course structure

• How competence will be assessed

• Evidence required• Staffing needs and

qualifications• Validation and

moderation processes• Pathways• Delivery modes to be

used

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Risk Management

How will you deal with:• Trainer/s who call in sick?• Missing learners who fall behind lessons?• Venues that become unavailable?• Faulty equipment?• Inappropriate facilities?• Access issues?• OHS issues?

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TAEDES402A Use Training Packages and Accredited Courses to meet client needs

Elements:

1. Select appropriate training package or accredited course

2. Analyse and interpret the qualifications framework

3. Analyse and interpret units of competency and accredited modules

4. Contextualise units and modules for client applications

5. Analyse and interpret assessment guidance

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What is a training package?

A set of nationally endorsed standards and qualifications used to recognise and access the skills

and knowledge people need to perform effectively in the workplace.

They are the key resource for RTOs in the delivery of structured accredited training.

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What is an accredited course?

When a client’s training needs cannot be met by a course within the guidelines of an existing training

package, nationally recognised training may still be offered by developing a new accredited course.

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Qualification levels in VET

Certificate I – very basic entry-level training

Certificate II – entry-level, but assumes some basic knowledge

Certificate III – assumes a moderate amount of skills and knowledge

Certificate IV – requires an entry level of at least Certificate III skills and knowledge or equivalent work experience.

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Diploma – requires skill and knowledge levels of at least Certificate IV or equivalent work experience

Advanced Diploma – thorough skills and knowledge of the subject are assumed

Graduate Certificate or Diploma – Advanced Diploma or Diploma are required (or relevant Certificate III or IV with significant work experience)

Qualification levels in VET (Cont.)

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Parts of a unit of competency• Unit descriptor• Employability skills• Elements• Performance criteria• Required skills and knowledge• Range statement• Evidence guide

• Critical aspects of assessment

• Context of assessment

• Methods of assessment

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Interpreting a qualification

• Descriptor• Job roles• Qualification pathways• Licensing, legislative, regulatory or certification

considerations• Qualification rules

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Choosing suitable units of competency

Issues to consider:

• What is the purpose of the training?• What is the desired outcome?• Who are the target audience?• What is their role in their organisation?

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Linking and contextualising

To ensure that units chosen for a learning program are in line with individual client needs, the elements, performance criteria, required skills and knowledge must be discussed with clients and links established between their own organisational goals and the AQF

requirements.

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Dimensions of competency

• Task skills• Task management skills• Contingency management skills• Job / role environment skills

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ContextualisingClient Need Unit element/performance criteria Context

Specific requirements for OceanWorld:

staff must endeavour to use customer’s name wherever possible.

Staff must use correct OceanWorld terms for all products / services

Staff are required to upsell on appropriate products and/or offer add on products and services to maximise sales

Deliver customer service through appropriate communication skills

Element 2: Present a sales solution2.1 Use gestures, posture, body language, facial expressions and voice to create a supportive selling environment2.2 Apply listening skills to determine buyer needs2.3 Use open-ended questions to identify buyer needs, preferences, motives and objections2.4 Adjust presentation to match the needs and preferences of the buyer2.5 Use persuasive communication techniques to secure buyer interest

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Reasonable adjustment

Where access and equity issues exist for a learner, an RTO must take reasonable steps to consult, consider

and implement adjustments for that learner.

The purpose of reasonable adjustment is to provide these learners with the same or equal opportunities as

those without disabilities.

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TAELLN401A Address adult language, literacy and numeracy skills

Elements:

1. Determine the core LLN requirements of the training2. Access specialist learning support3. Customise program to develop core LLN Skills

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What are core skills?Learning – needed to understand and absorb new

tasks, skills or procedures

Reading – needed to interpret instructions, manuals, memos and letters or emails

Writing – needed to produce reports, letters, instructions

Oral communications – which are needed when dealing with customers and colleagues as well as telephone inquiries

Numeracy – needed when making financial plans, calculating fees and charges or giving change.

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Support levels  Support Context Text Task Complexity 1 Full support

Works alongside expert /mentor

Prompting and modelling provided

Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple

Highly explicit purpose

Limited, highly familiar vocabulary

Concrete tasks of 1 or 2 processes, e.g. locating, recognising

2 High level support

May work with expert /mentor

Modelling available and accessible if requested

Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar processes, e.g. identifying, interpreting

3 Moderate support

Advice and modelling available

Range of familiar contexts

Some less familiar /routine contexts

Some specialisation in routine contexts

Routine texts

May include some unfamiliar elements and embedded information

Includes some specialised vocabulary

Tasks include a number of steps within the one task, e.g. sequencing, basic inferencing, extrapolation and integration

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4 Minimal support, as requested

Establishing own support resources

Range of contexts including some that are unfamiliar and/or unpredictable

Some specialisation in non-routine contexts

Complex texts

Embedded information

Includes specialised vocabulary

Includes abstraction and symbolism

Complex task analysis involving application of a number of processes, e.g. extracting, comparing and interpreting information

5 Little or no support

Initiates support from own established resources

Broad range of contexts

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts

Highly embedded information

Includes highly specialised language

Sophisticated task analysis including interpretation, analysis, reflection, synthesis, evaluation and recommendation

Support levels (cont.)

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Determining core skill levels

The determination of the core skill requirements of your learning program will fall into two categories: 

1.Core skills based on formal training packages. These will be influenced by AQTF standards and conditions.

2.Core skills based on organisational requirements. These will be influenced by the internal benchmarks and standards needed to fulfil a task or tasks.

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Determining the core LLN skills of the learner

• Interviewing candidates• Observation on the job – watching candidates

perform their daily tasks• Ask the learner to write something• Ask the learner to read from a range of workplace

documents• General testing of reading, writing and

mathematical skills• Information from supervisors who work with the

learner

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Additional assistance and support

A learner may require extra assistance for a number of reasons including (but not limited to):

• chronic illness• family moving• family disturbances• disabilities• non-English speaking backgrounds

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Additional assistance and support (cont.)

• specialist in-house support services• Workplace English Language and Literacy (WELL)

program support • specialist consultants can be engaged on a case by

case or one off basis to assist learners• mentoring• government and community support services.

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Support strategies

• demonstrating LLN practices to be learned in a workplace context so that learners can clearly observe what is required of them

• using plain English appropriate for the learner

• providing simplified explanations of underpinning principles and concepts

• encouraging use of learners’ personal word lists and dictionaries.

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• providing interpreters where language problems are clearly evident

• using graphics and photos wherever possible to make a point and ensure learner understanding

• using video and/or audio recordings of texts and other material to support the training program

• mentoring in a learning situation

• acknowledging and building on current strengths of learners.

• providing opportunities to discuss, attach importance to, and build on different culturally-based behaviours and values

Support strategies (cont.)