Certificate IV in Training and Assessment
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
TAELLN411 Address adult language, literacy and numeracy skills
TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
TAEASS401 Plan assessment activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEDES401 DESIGN AND DEVELOP LEARNING PROGRAMS
ELEMENT 1: Define the parameters of the learning program
Program purpose and the stakeholders
A registered training organisation (RTO) can develop learning programs for any training product that is approved on their scope of registration, this may include a qualification, unit of competency of accredited courses.
Each RTO will have a list of approved qualifications, units of competency, skill sets or accredited courses on this scope page. For example, a RTO approved to deliver the TAE40110 Certificate IV in Training and Assessment will have the full qualification code and title listed. The ‘Extent’ tab will indicate whether the RTO is able to ‘deliver and assess’ or only ‘assess’ the qualification. The ticks indicate which state or territory the RTO is able to offer the training product.
In the example below, the RTO is able to deliver and assess the TAE40110 Certificate IV in Training and Assessment in all states and territories in Australia.
A registered training organisation must determine who the course is for and what is the intended purpose. In the initial stage, a learning strategy must be agreed upon by the stakeholders. This strategy is developed in consultation with industry professionals to ensure the course being offered meets industry and stakeholder expectations. Once this decision is made, the RTO can begin to develop the learning program, which provides information on how and where the training will take place.
Different stakeholders will be called upon to provide input on how the program should be structured. Stakeholders may include the clients, trainers, assessors, workplace supervisors and industry experts. By holding consultation meetings with the client, this can provide insight into the individual’s current competency level, preferred learning style and career pathway. Similarly, workplace supervisors and industry experts can also shed light on key skills and knowledge that must be covered to meet workplace standards, especially if the industry is governed by codes of practice and legislation. The nominated trainers and assessors for the course should also be consulted as they too can draw on their work experience and industry currency.
The program purpose will have an impact on the topics to be covered, the delivery modes, assessment methods and the resources required. There are many reasons why a client may enrol into a learning program. Common reasons include:
To develop vocational competency by completing a nationally recognised course To undertake an apprenticeship or traineeship
To refresh or update workplace skills To learn a new skill or procedure
For professional development (PD) purposes
To develop language, literacy and numeracy skills
To meet legislation, licensing or registration requirements To adhere to work health and safety (WHS) requirements
To take corrective action where staff are not performing to the required standards
To apply for recognition of prior learning (RPL) or recognition of current competency (RCC)
RPL is an assessment-only pathway that is used to recognise candidate skills based on evidence such as work samples. This method of assessment takes into consideration a person’s work experience, formal and informal training against the requirements of the qualification. In the same sense, recognition of current competency is also an assessment-only pathway however the candidate does not undertake any additional training. RCC is used when the candidate has completed formal training and seeks to have their competency achievements recognised.
By consulting with the learner group, the RTO will have a more thorough understanding of the learner’s demographic characteristics. Factors to consider include:
The learner’s employment status – e.g. self-employed, full-time, part-time, causal or unemployed
The learner’s current and past work experiences
The learner’s prior education – e.g. school leaver, university graduates, traineeship, apprenticeship
The learner’s career interests – e.g. changing jobs or industries
The learner’s special needs – e.g. physical or psychological
The learner’s training needs – e.g. limited work experiences, refresher course needed
The learner’s preferred learning styles
Other considerations that the RTO must take into account include:
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