TAEDES401 & TAEDES402 Learner Workbook - Desklib

The Learner Workbook for TAEDES401 Design and develop learning programs & TAEDES402 Use training packages and accredited courses to meet client needs is available for download from Desklib. The workbook includes instructions, required readings, and written questions for assessment. The workbook adheres to the Standards for Registered Training Organisations (RTOs) 2015 and includes a learner declaration and assessment cover sheet. The workbook also describes the role and responsibility of each organisation involved in VET.

TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client
needs
LEARNER WORKBOOK
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TAEDES401 Design and develop learning programs &
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TABLE OF CONTENTS
Student Instruction Guide..................................................................................................................................3
Understanding the assessment grading system.................................................................................................6
Required readings and websites........................................................................................................................7
Learner Declaration............................................................................................................................................8
Assessment Cover Sheet....................................................................................................................................9
Assessment One – Written Questions..............................................................................................................11
Assessment Two – Practical Assessment..........................................................................................................23
Appendix Templates List..................................................................................................................................42
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STUDENT INSTRUCTION GUIDE
Each student must read and adhere to each instruction listed below. If you are unsure of any of the items
listed, contact your trainer, assessor or the administration team for assistance.
The following assessment instructions must be adhered to:
1. Each student must complete the Learner Declaration in this Learner Workbook. This section requires
each student to acknowledge that the work submitted is their own and has not been copied. Failure to
do so will result in the Learner Workbook being returned for completion thus delaying the assessment.
2. You must update the Learner Declaration section with the new submission date each time.
3. Make sure you have read the Learner Manual and downloaded all supporting resources from the online
portal prior to commencing and completing any assessment tasks in this Learner Workbook.
4. You must ensure that you have attempted and completed all assessment tasks including written
questions, case studies and projects in the Learner Workbook prior to submitting this workbook for
marking.
5. If you are unsure of the requirements of a question, case study, activity or project – please contact your
trainer for clarification. Reasonable adjustment options are available however this must be arranged
with the trainer prior to assessment.
6. You must email your completed assessment to [e-mail] unless other arrangements
are made with ilearn online management.
7. You must follow your Training Plan which contains important information about your suggested start
and completion dates for each unit of competency. You must follow the unit completion order on your
Training Plan.
8. Written responses: Written questions require in-depth responses and one line answers may not be
sufficient to be deemed satisfactory. Suggested word counts are provided on some written questions
which should be adhered to. Note that the size of the answer boxes in the Learner Workbook is not
indicative of the required length of your answers. The text box will expand as you type your response
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should your response exceed the size of the text box. A general rule of thumb is to use as many words as
you need in order to demonstrate your full understanding of the knowledge and/or skill component. This
may differ greatly between learners in line with varying individual language and literacy skills.
9. You must not modify any written question, case scenario, activity, project or template unless otherwise
noted in the instructions or as advised by your trainer.
10. When conducting online research, you must always provide the website link/s when sourcing
information from online sources such as academic journals, industry websites and resource centers.
11. Referencing: Ensure your work is referenced to prevent plagiarism. For more information on plagiarism
and referencing, refer to the Student Handbook.
12. File naming protocol: Prior to submission, your Learner Workbook must comply with the file name
protocol below.
The file name must follow this format: UNIT CODE – Document – Full Name
Example 1: TAELLN411 – Learner Workbook – John Smith
Example 2: TAEASS401_TAEASS502 – Mapping Matrix 1 – Jane Doe
13. Use the ‘save as’ function to save your workbook onto your computer desktop.
14. Do not insert additional documents into your Learner Workbook (such as appendix documents).
15. In keeping with a paperless system, the Learner Workbook is assessed with comments and this
document will be returned to you as a PDF document. For each re-submission, you will need to update
your existing Learner Workbook by deleting the incorrect response and inserting your new response.
16. All of the above items must be adhered to. Failure to do so will result in your work being returned to
you, delaying the marking of your assessment.
17. Copies of any qualifications must be certified by an authorised witness. For the list of authorised
witnesses, click here https://www.ag.gov.au/publications/pages/statutorydeclarationsignatorylist.aspx
18. The student must have access to candidates to complete the projects.
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19. For project 2 and project 3, the student must access and use the simulated documents from
www.trainingrto.com to address the assessment requirements. Log in details are below.
 Log in: student.account
 Password: student123
20. ilearn online’s contact details:
 Monday – Friday (excludes public holidays and weekends)
 Office hours: 9.00am – 5.00pm (QLD time)
 Phone: [phone]
 Email: [e-mail]
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UNDERSTANDING THE ASSESSMENT GRADING SYSTEM
As part of a competency based qualification, each unit is not graded as a pass, fail or a percentage. Every
assessment has been developed against the competency standards in each unit. Competency standards
include:
 Elements
 Performance criteria
 Performance evidence
 Knowledge evidence
 Foundation skills
 Assessment conditions
A student will either receive a satisfactory or not yet satisfactory result for each assessment submission.
Satisfactory (S) result indicates that:
The student’s submitted work satisfies the learning requirements and all competency standards for the unit
(in accordance with the National Register www.training.gov.au).
Once a student receives a satisfactory result for all assessment tasks a competent outcome will be awarded
for the entire unit. The student must demonstrate their understanding of all competency standards before
receiving a competent outcome.
When a competent outcome is awarded for a unit, the student will also receive a Statement of Attainment
for the respective unit of competency.
Not Yet Satisfactory (NYS) result indicates that:
The student’s submitted work does not demonstrate their understanding of all the competency standards in
the unit. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a
trainer or assessor, clearly outlining where the gaps are. The student will then be required to rectify these
gaps and re-submit their assessment for marking.
Assessment Resubmissions
Assessments must be attempted in full before being submitted for marking. Each student has up to three (3)
attempts to demonstrate competency in each unit. If a student is deemed not yet satisfactory (NYS) on the
third attempt, the student must pay a $40 re-assessment fee each time thereafter.
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REQUIRED READINGS AND WEBSITES
Each student must be aware of the following readings and websites used for this workbook:
Learner Manual:
 Chapter 1: TAEDES401 Design and develop learning programs (pages 4 - 35)
 Chapter 2: TAEDES402 Use training packages and accredited courses to meet client needs (pages 36
– 57)
IMPORTANT: The Learner Manual is the primary text used throughout this qualification and the
chapters/additional pages of the Learner Manual must be read prior to attempting this workbook.
Supporting Resource/s:
 ASQA Fact Sheet – Transition
 Australian Qualifications Framework (AQF) 2013
 BSBITU307 - Learning Resource
 Standards for Training Packages
 Users' Guide - Standards for RTOs 2015
 Volume of learning – Explanation
 Sample - Learning Program V1.1
IMPORTANT: The supporting resources do not need to be read in its entirety. Please note that some
supporting resources might specifically be used for certain activities within the workbook.
Website/s:
 https://training.gov.au/Home/Tga
 http://www.trainingrto.com (This is the simulated RTO created by ilearn online)
IMPORTANT: Website links are accurate as of 01 August 2017.
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LEARNER DECLARATION
An assessment submission will not be assessed until this learner declaration has been signed and submitted.
Learner Declaration
 I declare that no part of this assessment is identical or has been copied from another learner’s work
with the exception of where I have referenced external sources.
 I declare that no part of this assessment has been written for me by another person.
 I understand that by typing my full name in the student signature field this is equivalent to a hand-
written signature.
Student full name:
Student signature:
Date submitted:
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ASSESSMENT COVER SHEET
STUDENT NAME:
First submission feedback:
Reasonable adjustments
made:
Yes
No
Details of reasonable
adjustments (if applicable):
Assessment outcome: Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature: Date:
Second submission feedback:
Reasonable adjustments
made:
Yes
No
Details of reasonable
adjustments (if applicable):
Assessment outcome: Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date:
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Third submission feedback:
Reasonable adjustments
made:
Yes
No
Details of reasonable
adjustments (if applicable):
Assessment outcome: Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature: Date:
FINAL ASSESSMENT OUTCOME
Competent (C)
Not Yet Competent (NYC)
Assessor name and signature: Date:
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ASSESSMENT ONE – WRITTEN QUESTIONS
For each question, you must record your written response in the space provided.
Q1. According to the Standards for Registered Training Organisations (RTOs) 2015, explain what is
required of RTOs for each clause below.
Clause Explanation
Clause 1.1:
RTO must provide training which are consistent with the requirements of training packages
and VET accredited courses, in order to enable learners to meet the requirements for each
unit of competency in the module they enrolled.
Clause 1.2:
RTO must determine the amount of training for each learner, based on the learner’s
existing skills, knowledge and experience, ensuring the learner gain all gain relevant skills
and knowledge through the most suitable delivery mode. RTO must ensure the amount of
training required comply with the standards provided by AQF.
Clause 1.3:
RTO must provide enough trainers and assessors as well as educational and support
services to deliver the training and assessment. RTO must provide enough learning
resources to the learner regardless of location or mode of delivery to enable learners to
meet the requirements for each unit of competency. RTO must provide enough equipment
and facilities (physical or virtual) to support the learners undertaking the training and
assessment.
Clause 1.4:
RTO must meet all requirements specified in the training package or VET accredited
course.
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Clause 1.13:
RTO must ensure the person delivering training and assessment to have appropriate level
of vocational competencies, to have relevant and current industry skills, to have current
knowledge and skills in vocational training.
Q2. Complete the table by describing the role and responsibility of each organisation. You must provide
the website link for each organisation.
Organisation Explain as per the instructions above
Council of
Australian
Governments
(COAG):
Role
The role of COAG is to initiate, develop and monitor the
implementation of policy reforms of national importance,
including VET issues.
Responsibility
To ensure all VET reforms are implemented.
Website http://www.ivet.com.au/a/183.html
Australian Industry
and Skills
Committee (AISC):
Role
To advice Federal and State Industry and Skills Ministers on the
implementation of national vocational education and training
policies,
Responsibility
To approve nationally recognised training packages for
implementation in the VET system.
Website www.aisc.net.au
Industry Reference
Committee (IRC):
Role
To advice AISC about the skills needs of their industry sector.
Responsibility
To develop and review training packages.
Website https://www.aisc.net.au/ircs
Skill Service
Organisation (SSO):
Role
Independent from both the industry and the training sectors,
SSOs provide agreed services to support several IRCs, and act as a
key access point between industry stakeholders and training
organisations.
Responsibility To provide professional services as requested by different IRCs,
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such as preparation of skills forecast documents, reviewing
training packages etc.
Website https://www.aisc.net.au/content/skills-service-organisations
Australian Skills
Quality Authority
(ASQA):
Role
The role of ASQA in VET is to ensure training provider keeping the
standards to the nationally approved quality.
Responsibility
To ensure VET providers provide courses that have appropriate
quality.
Website https://www.asqa.gov.au/about
Registered Training
Organisation (RTO):
Role
The role of RTOs is to deliver quality-assured and nationally
recognised vocational education and training services.
Responsibility
To ensure training and assessment delivered is compliance with
all the requirements stipulated in the relevant training package
Website https://www.asqa.gov.au/about/australias-vet-sector/about-rtos
Australian
Qualifications
Framework (AQF):
Role
The role of the AQF is to regulate qualifications in the Australian
education and training system.
Responsibility
The ensure AQF policy document facilitate pathways to formal
qualifications.
Website https://www.aqf.edu.au/what-is-the-aqf
Q3a. What is the volume of learning as defined by the AQF? Your response must be approximately 50
words in length.
The volume of learning as described by the AQF defines how long a learner, who does not hold any
competencies identified in the qualification, would normally take to develop all the required skills and
knowledge at that qualification level. There are 10 “level criteria” and 14 “qualification type descriptor”
that collectively determine the dimension of the complexity and the depth and breadth of a qualification.
Q3b. Complete the table below based on the following qualifications. Use the Australian Qualifications
Framework 2013 document for assistance.
Qualification type Complete as per the instructions above
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Certificate III:
Relevant AQF
level
Level 3
Purpose
The Certificate III qualifies individuals who apply a broad range of
knowledge and skills in varied contexts to undertake skilled work
and as a pathway for further learning
Knowledge
Graduates of a Certificate III will have factual, technical,
procedural and theoretical knowledge in an area of work and
learning
Volume of
learning
The volume of learning of a Certificate III is typically 1 - 2 years.
Up to 4 years may be required to achieve the learning outcomes
through a program of indentured training/employment
Certificate IV:
Relevant AQF
level
Level 4
Purpose
The Certificate IV qualifies individuals who apply a broad range of
specialised knowledge and skills in varied contexts to undertake
skilled work and as a pathway for further learning
Knowledge
Graduates of a Certificate IV will have broad factual, technical
and theoretical knowledge in a specialised field of work and
learning
Volume of
learning
The volume of learning of a Certificate IV is typically 0.5 – 2 years.
There may be variations between short duration specialist
qualifications that build on knowledge and skills already acquired
and longer duration qualifications that are designed as entry level
requirements for work
Diploma: Relevant AQF
level
Level 5
Purpose
The Diploma qualifies individuals who apply integrated technical
and theoretical concepts in a broad range of contexts to
undertake advanced skilled or paraprofessional work and as a
pathway for further learning
Knowledge Graduates of a Diploma will have technical and theoretical
knowledge and concepts, with depth in some areas within a field
of work and learning
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Volume of
learning
The volume of learning of a Diploma is typically 1 – 2 year
Q4a. What is a training package? Your response must be approximately 50 words in length.
A Training Package is documents developed by SSOs in conjunction with Industry Reference Committee to
provide RTOs a nationally endorsed set of entry level standards and qualifications to deliver specific
Training Program. It also specifies the units of competency and assessment guidelines. The purpose of the
Training Packages document is to help the VET system achieve a better match between skills demand and
supply, encourage flexible and relevant workforce development, provide for the national recognition of
the vocational outcomes of learning, guide and support individuals in their choice of training and career.
Q4b. Identify two (2) places you can access training package information.
1 www.training.gov.au
2 Registered Training Organisations
Q4c. Use the Standards for Training Packages document to complete the table by:
 listing the relevant standard/s and
 describing the role and purpose of each endorsed component
Endorsed
Component Complete as per the instructions above
Units of
competency:
Relevant
Standard/s
Standard 4: Units of competency specify the standards of
performance required in the workplace.
Standard 5: The structure of units of competency complies with the
unit of competency template
Role & Purpose
Each unit of competency identifies a discrete workplace
requirement and includes the foundation skills that underpin
competency. The units of competency must be adhered to in
training and assessment to ensure consistency of outcomes.
Assessment
requirements:
Relevant
Standard/s
Standard 6: Assessment requirements specify the evidence and
required conditions for assessment.
Standard 7: Every unit of competency has associated assessment
requirements. The structure of assessment requirements complies
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with the assessment requirements template.
Role & Purpose
The Assessment Requirements provide the performance evidence,
knowledge evidence and assessment conditions associated with
each unit of competency that ensure that the training and
assessment of a unit of competency meet industry needs and
nationally agreed standards as expressed in the Training Package
and the AQF
Qualifications:
Relevant
Standard/s
Standard 8: Qualifications comply with the Australian Qualifications
Framework specification for that qualification type.
Standard 9: The structure of the information for the Australian
Qualifications Framework qualification complies with the
qualification template.
Role & Purpose
Each Training Package provides details of those units of competency
that must be achieved to award AQF qualifications. The rules
around which units of competency can be combined to make up a
valid AQF qualification in the Training Package are referred to as the
‘packaging rules’. The packaging rules must be followed to ensure
the integrity of nationally recognised qualifications issued.
Credit
Arrangements
:
Relevant
Standard/s
Standard 10: Credit arrangements existing between Training
Package qualifications and Higher Education qualifications are listed
in a format that complies with the credit arrangements template.
Role & Purpose
Each Training Package provides details of any known Credit
Arrangements existing between Training Package qualifications and
Higher Education qualifications for those qualifications contained
within the training package
Q4d. A training package must have a relevant companion volume which is not endorsed by the NSSC. List
three (3) typical components within a companion volume which can assist RTOs in delivering the training
package.
1
Implementation guide
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2
Learning strategies guide
3
Assessment strategies guide
Q4e. Describe how training packages can assist in setting a benchmark for training and assessment. Your
response must be approximately 100 words in length.
Training packages are developed and endorsed nationally by Australian Industry and Skills Committee
(AISC), Industry Reference Committee (IRC), and Skill Service Organisation (SSO). Training packages
provide a consistent and reliable set of components for training, assessment, awarding qualifications, and
credit arrangement.
Training Packages are made up of nationally endorsed mandatory components as follow:
Units of Competency
Each unit of competency identifies a discrete workplace requirement and includes the foundation skills
that underpin competency as well as work health and safety requirements. The units of competency must
be adhered to in training and assessment to ensure consistency of outcomes.
Assessment Requirements
The Assessment Requirements provide the performance evidence, knowledge evidence and assessment
conditions associated with each unit of competency that ensure that the training and assessment of a unit
of competency meets industry needs and nationally agreed standards as expressed in the Training
Package and the AQTF.
Qualifications
Each Training Package provides details of those units of competency that must be achieved to award AQF
qualifications. The rules around which units of competency can be combined to make up a valid AQF
qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be
followed to ensure the integrity of nationally recognised qualifications issued
Credit Arrangements
Each Training Package provides details of any known Credit Arrangements existing between Training
Package qualifications and Higher Education qualifications for those qualifications contained within the
training package.
The rigorous development by several national organizations and strict adherence to the components’
standards within the training packages as described above are enabling factors to assist in setting the
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benchmark for training and assessment.
Q4f. Complete the table by listing all mandatory and optional fields for each section.
Mandatory fields Optional fields
Unit of
competency
Unit Code
Unit Title
Application
Elements
Performance Criteria
Foundation Skills
Unit Mapping Information
Links
Prerequisite Unit
Competency Field
Unit Sector
Range of Conditions
Assessment
requirements
Title
Performance Evidence
Knowledge Evidence
Assessment Conditions
Links
Q5a. What are competency standards? Your response must be approximately 50 words in length.
Competency covers all aspects of workplace performance and involves performing individual tasks;
managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the
responsibilities of the workplace, including working with others. Workplace competency requires the
ability to apply relevant skills, knowledge and attitudes consistently over time and in the required
workplace situations and environments.
In line with this concept of competency, Training Packages focus on what is expected of a competent
individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.
Competency standards in Training Packages are determined by industry to meet identified industry skill
needs. Competency standards are made up of a number of units of competency, each of which describes a
key function or role in a particular job function or occupation. Each unit of competency in a Training
Package is linked to one or more AQF qualifications.
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Q5b. Complete the table below by identifying two (2) competency standards in each section.
Competency standards
Units of
competency
1 Elements
2 Applications
Assessment
requirements
1 Performance evidence
2 Knowledge evidence
Q5c. Why are competency standards used in the development of a learning program? Your response must
be approximately 100 words in length.
The first step of preparing a Learning Program is to select the relevant units of competency. Learning
Program list a sequence of learning experience to achieve competency, where it document integrated
learning process for the learner. They include the learning outcomes which are derived from the
competency standards and outline the content, sequence and structure of learning, and the delivery and
assessment methods to be employed.
Competency standards therefore must be used as the basis for determining the learning program content
in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s
of Attainment under the Australian Qualifications Framework (AQF).
Q6. Complete the table by explaining why the foundation skills, performance evidence and assessment
conditions need to be covered in a learning program.
Explanation
Foundation Skills:
Almost everything we do at work has something to do with learning, reading, writing,
oral communication and numeracy. It might be having a conversation with a client or
a colleague, completing an observation record, working to a schedule or reading
workplace health and safety information. Thus learning program need to specify the
level of LLN skills required to satisfy the unit of competency undertaken.
Performance
evidence:
Performance evidence is the information that, when considered against a unit of
competency, enables trainer to judge whether or not a learner is competent. Learners
are assessed against demonstrable set of skills which are defined in the learning
program.
Assessment
Conditions:
Assessment conditions describe the conditions under which a student must
demonstrate his/her ability in performing the assessed tasks. Theses may be any
specific requirements for resources, trainers and assessors. As part of the assessment
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requirements, the conditions need to be stipulated in the learning program, to allow
the learner to be assessed according to the principles of assessment (fairness,
flexibility, validity, reliability).
Q7. Complete the table by listing three (3) acceptable ways of contextualising a training package and three
(3) unacceptable examples.
Acceptable contextualisation Unacceptable contextualisation
1
may add specific industry terminology to
performance criteria where this does not distort
or narrow the competency outcomes
remove the content of any of the elements
and performance criteria
2
may make amendments and additions to the
range statement, as long as such changes do not
diminish the breadth of application of the
competency and reduce its portability
distort or narrow the competency outcomes
and limit its use
3
may add detail to the evidence guide in areas such
as the critical aspects of evidence or resources and
infrastructure required, where these expand the
breadth of the competency but do not limit its use
diminish the breadth of application of the
competency and reduce its portability
Q8a. What is the main difference between a training package and an accredited course? Your response
must be approximately 100 words in length.
Training Package is a group of courses that’s developed by a Service Skills Organization or SSO. SSO’s are
an organisation that are employed by the government to create qualifications around particular industries
and provide a framework that qualifies people on a national level. They are benchmarks for training and
assessment in the workplace training and assessment sector; that they include endorsed components—
competency standards, AQF qualifications and assessment guidelines; and that the delivery and rollout of
Training Packages is supported by various materials such as learning and assessment resources and tools.
Nationally Accredited Training Courses are courses that have been made privately by an individual, group
or business that has not been employed or funded by the government. If an individual, group or business
wishes to have their course made nationally accredited they must present it to the Government to be
approved. Once the course is approved, it then becomes nationally recognised and any student who
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completes it is then qualified to work in that industry. Like Training Packages, accredited courses also
require supporting materials, as the curriculum provides the framework but does not provide you with the
tools or full suite of resources you will need in delivery and assessment.
Q8b. Go to www.training.gov.au and search for an accredited course. You will need to provide:
 The course code;
 The course name;
 The core and elective units of competency; and
 Website link.
Please note: Due to copyright, the owners of accredited courses do not usually list their course details on
www.training.gov.au. You will be required to search for an accredited course on the course developer’s
website which provides the above information.
Explain as per the instructions above
Course Code:
10480NAT
Course Name:
Graduate Diploma of Business Management
Core units:
BSBINN801A Lead Innovative thinking and practice
BSBITB701A Implement advance electronic technologies
BSBFIM701A Manage financial resources
MSS408005A Develop the learning processes of the operations organisations
MSS408007A Develop problem solving capability of an organisation
MSS017004A Lead sustainable strategy deployment
MSS027010A Undertake complex environmental project work
BSBRES801A Initiate and lead applied research
Elective units:
BSBMGT617A Develop and implement a business plan (General Management
Specialisation)
BSBPMG601A Direct the integration of project (Project Management Specialisation)
MSS017001A Analyse and determine organisational risk areas in sustainability (Risk
Management Specialisation)
SITTPPD602 Develop environmentally sustainable tourism operations (Tourism
Management Specialisation)
SITXINV601 Establish stock purchasing and control systems (Hospitality
Management Specialisation)
TLIX6048A Manage the development and delivery of logistic support (Logistic
Management Specialisation)
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Website link: https://training.gov.au/training/details/10480NAT
Q9. Complete the table below by identifying and describing the four (4) dimensions of competency. Your
response must be approximately 100 words in length.
Dimension of
competency: Description:
1
Task skills The specific skills needed to do the task as described in the unit of
competency
2
Task Management skills Effective management of a number of interrelated tasks, all of which
make up the job outcome being assessed
3
Contingency
management skills
The ability to cope with irregularities or breakdowns in routine
4
Job or role environment
skills
Dealing effectively with the expectations of their work environment,
working well with others and under instruction as required
Q10. What is the difference between a learning strategy and learning program? Your response must be
approximately 100 words in length.
Learning strategies document a framework for the learning requirements and the teaching/delivery and
assessment arrangements of a vocational education and training qualification. The learning strategy is the
umbrella document that outlines the requirements for designing the learning and assessment process at
the qualification level.
Learning programs document a cohesive and integrated learning process for the learner. They include the
learning outcomes derived from the competency standards and outline the content, sequence and
structure of learning and the delivery and assessment methods to be used.
Learning Strategy may not contain all the details required to deliver a training program. A learning
strategy operates at the strategic planning level. It is used for designing a qualification or course. It
involves conceptualising a design that represents the overall learning to take place. It is the planning of
what should occur in the learning process.
A learning program, when linked to a learning strategy, is a sub-component of the learning strategy. It is
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the learning program that provides the detail of what is actually going to occur in the learning process.
One or more learning programs would be developed to support the implementation of the learning
strategy.
Q11. List two (2) instructional design options for each delivery mode.
Instructional design options
Online course
1 Print based
2 Audio-visual
Classroom course
1 Presentation
2 Seminars
Blended course
(workplace and
online training)
1 Demonstrations
2 Teleconferencing
Q12a. List two (2) methods to determine whether learning materials or activities are currently available
for use in a learning program.
1 Check commercial companies that supply RTO training resources
2 Check the associated companion volume
Q12b. The mode of delivery can influence the content within a TAS. Complete the table below by:
 Identifying two (2) different delivery modes and industries (e.g. construction, business),
 Identifying different learning resources or materials, and activities based on the delivery mode
and industry.
Example 1 Example 2
Delivery mode: Simulations Self-paced on-line
Industry: Aviation Training and education
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Learning Resources: Simulator, equipment operator, trainer Course designer, facilitator, internet,
computer, document software tool
Learning Materials: Simulator equipment manuals Learner manual, guide, workbook
Learning Activities: Demonstration, hands-on Read the learning materials, answer
questions in workbook
Q12c. Describe the five (5) step process to develop new learning program materials and activities. Your
response must be approximately 200 words in length.
1
Assess Training Needs.
The first step is to assess, identify and understand learner’s need in consultation with the client.
This includes an understanding of the learner’s current level of skill and knowledge and any past
experience they may have, as well as any particular requirements the learner may have such
as LLN needs and, if in the workplace, their job role. Important question to ask ourselves is “How
can we improve organisation goals through this training?”
2
Design.
Once we have establish the training objectives, we can design the blueprint of the training
program. This includes a strategy, delivery methods, structure, duration, assessment, and
feedback. The next step is to communicate our ideas and/or create a prototype. By making a
prototype you can quickly communicate with other stakeholders the value of the training. An
initial testing phase of the prototype is always a good idea, this is a sanity check that is carried out
prior to moving too far forward.
3
Development.
At this step, we can begin creating the courses. We will be heavily guided by the prototype we
created at the previous step. Each element of the course should be developed to match the design
phase. The development process should be iterative. The next step is to create a comprehensive
action plan that includes learning theories, instructional design, content, materials and any other
training elements. Resources and training delivery methods should also be detailed. While
developing the program, the level of training and participants’ learning styles need to also be
considered. Many companies pilot their initiatives and gather feedback to make adjustments
before launching the program company-wide.
4 Implementation.
The implementation phase is where the training program comes to life. Once we have developed
the courses and are satisfied that they are fully tested, it’s time to share them with the learner.
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Organizations need to decide whether training will be delivered in-house or externally
coordinated. Program implementation includes the scheduling of training activities and
organization of any related resources (facilities, equipment, etc.). The training program is then
officially launched, promoted and conducted. During training, participant progress should be
monitored to ensure that the program is effective.
5
Evaluation.
The training program should be continually monitored. At the end, the entire program should be
evaluated to determine if it was successful and met training objectives. Feedback should be
obtained from all stakeholders to determine program and instructor effectiveness and also
knowledge or skill acquisition. Analysing this feedback will allow the organization to identify any
weaknesses in the program. At this point, the training program or action plan can be revised if
objectives or expectations are not being met.
Q13. List four (4) reasons why a learner might complete a learning program.
1 To develop a new skill
2 To meet legal requirements
3 To keep skills up to date
4 To gain management skills in the case of promotion
Q14. Organisational, legal, and ethical requirements must be considered when developing a learning
program in a VET context. Complete the table by providing an example of how a RTO can comply with
each requirement. Your response must be approximately 150 words in length.
Example
Federal
Legislation:
RTOs must develop a strategy for training and assessment for each training product
they are registered to deliver. The format for these strategies can be determined by the
RTOs. They may need to develop different strategies for different delivery modes or
target groups/student cohorts. A training and assessment strategy may comprise
multiple documents; however, there must be consistency between these documents so
that the overall strategy is clearly described. The strategies for training and assessment
should not be ‘static’. Each strategy needs to be regularly updated to take into account:
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• changes in industry technology and techniques, legislation, and the training package
itself • the availability of resources within the RTOs. The strategies must also be
consistent with any advertising and other material being provided to prospective
students. RTOs may set specific requirements, such as requiring students to have a
minimum period of industry experience before they can commence the program. If
RTOs set these requirements, they must make this clear to prospective students prior
to enrolment.
State/Territory
Legislation:
RTOs must ensure they have policies in place to cater for people with disabilities.
Making sure that nobody is disadvantaged just because they might have a particular
need. This may mean that RTOs must adjust the location, timing or content of some
planned training event to ensure that it will not disadvantage any individual or group of
employees.
Organisational
Policy:
Business viability is critical to the ongoing sustainability of an RTO and the investment it
makes in its services. If RTOs are not viable, then this negatively impacts on the quality
of its training and assessment outcomes and on learners.
Operational and financial business standards therefore provide important protective
measures for the learner and RTOs, as well as acting as a disincentive for
underprepared organisations to enter the market.
National Codes
of Practice:
RTOs must implement a transparent complaints and appeals policy that enables
learners and clients to be informed of and to understand their rights and the RTO’s
responsibilities. RTOs are required to maintain a separate complaints and appeals
policy in relation to their training and assessment. RTOs must ensure, that their
organisation’s complaints policy is sufficiently broad to cover the activities as an RTO.
Q15a. List three (3) Work Health and Safety (WHS) considerations when designing a learning program.
1 Indicate the location of a chart showing the position of emergency exits
2 Adequate provision is made for any participants with physical disabilities
3 Duty of care responsibility to provide a safe learning environment
Q15b. When conducting workplace training, the trainer must have some understanding of WHS in the
work environment. What type of WHS knowledge would assist the trainer? Your response must be
approximately 100 words in length.
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Workplace Health and Safety (WHS), involves the assessment and mitigation of risks that may impact the
health, safety or welfare of those in the work environment. This may include the health and safety of
customers, employees, visitors, contractors, volunteers and suppliers. It is a legal requirements that the
business owner or management must comply with to ensure the workplace meets WHS obligations.
Under Australian WHS/OH&S legislation workplaces are legally obliged to:
 provide safe work premises
 assess risks and implement appropriate measures for controlling them
 ensure safe use and handling of goods and substances
 provide and maintain safe machinery and materials
 assess workplace layout and provide safe systems of work
 provide a suitable working environment and facilities
 Have insurance and workers compensation workers’ compensation insurance for your employees.
People in the work environment have work health and safety obligations to themselves and their
workmates. They must:
 comply with instructions given for work health and safety
 use any provided personal protective equipment (PPE) and be properly trained in how to use it
 not wilfully or recklessly interfere with or misuse anything provided for work health and safety at the
workplace
 not wilfully place others at risk
 not wilfully injure themselves.
Q16a. List three (3) methods of tracking changes to training packages and accredited courses.
1 SSOs produce a monthly newsletter and or email notifications to keep stakeholders informed of
current projects.
2 Subscribing to training.gov.au to receive updates for the latest changes to any training package.
3 Commercial third party organisation which supply VET resources.
Q16b. When there are changes to training packages and accredited courses, what is the RTO’s obligations
regarding transition requirements and documenting these changes?
The Standards for Registered Training Organisations 2015 allow RTOs 12 months from the date of
publication on the national register to fully transition to new training package products, including the
transfer of students where necessary.
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If a new equivalent product has been automatically updated on the scope of registration, RTOs should
continue to deliver the superseded product until RTOs are ready to deliver the new equivalent product,
within the 12-month transition period.
If an audit is conducted and the RTO has both the superseded and new equivalent product on scope, the
auditor will check which product is being delivered and audit against that product.
The following steps of documentation will be required for the changes:
 assessing any changed requirements in the training package documentation such as licensing
implications, resource and equipment lists, learning strategies and learning an assessment
guidance
 revising your organisation’s resources to ensure all the new training package requirements are
met, and
 Revising your organisation’s training and assessment strategies to ensure they reflect the delivery
of the new training package.
Q17. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a
practical approach for analysing and using competency standards to meet a client need. Your response
must be approximately 150 words in length.
A Unit of Competency tells us the standard to which a person is meant to be able to perform some tasks in
the workplace. Hence the client needs will be analysed and broken down to what the client want to be
competent with in order to perform certain tasks effectively. Here are the steps to analyse and identify the
competency standards:
1. Individual competency standards are selected to meet client needs in accordance with any
packaging rules and co relationships between units
2. All parts of the competency standard and/or accredited modules format and structure are read,
analysed and interpreted for meaning
3. All parts of the competency standard and/or accredited modules are analysed for English language,
literacy and numeracy requirements
4. The selected competency standards and/or accredited modules are analysed to identify the
dimensions of competency
5. The relationships between the parts of the competency standard are identified and the whole
competency standard is used in the application to meet client needs
6. The relationship between parts of modules are identified and the whole module is used in the
application to meet client needs
7. Content links between competency standards and/or accredited modules are analysed to develop
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effective applications for the client
8. Advice is sought from experts where guidance on interpretation is needed
9. Analysis and interpretation of competency standards and/or accredited modules is documented
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ASSESSMENT TWO – PRACTICAL ASSESSMENT
Please note: Project 1, 2 and 3 are independent from each other.
PROJECT 1
Assessment Instructions
Sample Accounting would like fifty (50) of their trainees to be enrolled into a qualification that comes from
the BSB Training Package, in particular the BSB30415 Certificate III in Business Administration.
While each trainee's job may vary slightly based on the site they are employed in, they are all given the same
role description (see below). You will be required to develop a suitable course structure for this target group.
Business Administration Trainee – Role Description
Core duties include:
 Answering phone calls
 Booking appointments
 Customer service and liaising with clients
 Data entry relating to sales and client management
 Processing sales
 Ordering and restocking office equipment and stationery
 Preparation of letters, memos and other documentation as required
 Basic housekeeping
Desirable skills and characteristics include:
 Must be able to work as a team and as an individual
 Ability to use initiative and judgement
 Positive attitude
 Well organised and able to complete tasks in a timely manner
 Follows directions and asks questions where clarification is required
 Good writing and problem-solving skills
 Ability to effectively communicate
 Ability to operate basic office equipment such as computers, copiers, calculators, printers
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PART 1: Identify the course packaging rules
Complete the table by listing the full packaging rules for the BSB30415 Certificate III in Business
Administration. Remember you can source this information from https://training.gov.au/Home/Tga
Details
Total number of units: 13
Number of core units: 2
How many elective
units must be from
Group A?
7
Remaining packaging
rule requirements:
4 elective units may be selected from the Group A or Group B elective units, or
any currently endorsed Training Package or accredited course at the same
qualification level. If not listed in Group A or Group B, 2 of the electives units
may be selected from a Certificate II or Certificate IV qualification.
PART 2: Select units of competency
Based on the packaging rules of the BSB30415 Certificate III in Business Administration qualification:
 Select elective units of competency which comply with the packaging rules;
 Identify whether the elective units are from Group A, Group B, or Imported; and
 Justify why you selected each elective unit. Reflect on the job description, and general
skills/knowledge gained from the specified unit of competency.
Unit code and title
Group A/
Group B/
Import
Justify as per the instructions above
1
BSBADM307
Organize schedule
This unit is relevant to the core duty of “booking
appointments” and desirable skill of “well organised and able
to complete tasks in a timely manner”.
2
BSBFIA303 Process
accounts payable
and receivable
This unit is relevant to the core duty of “processing sales”.
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3
BSBITU303 Design
and produce text
documents
This unit is relevant to the core duty of “preparation of letters,
memos and other documentation as required”
4
BSBITU304
Produce
spreadsheets
This unit is relevant to the core duty of “preparation of letters,
memos and other documentation as required”
5
BSBITU306 Design
and produce
business
documents
This unit is relevant to the core duty of “preparation of letters,
memos and other documentation as required” and desirable
skill of “good writing and problem solving skills”
6
BSB ITU309
Produce desktop
published
documents
This unit is relevant to the core duty of “preparation of letters,
memos and other documentation as required”
7 BSBWRT301 Write
simple documents
This unit is relevant to the core duty of “preparation of letters,
memos and other documentation as required”
8
BSBADM311
Maintain business
resources
This unit is relevant to the core duty of “ordering and
restocking office equipment and stationary” and “basic
housekeeping”
9
BSBCMM301
Process customer
complaints
This unit is relevant to the core duty of “customer service and
liaising with clients” and desirable skill of “good writing and
problem solving skills”
10
BSBCUS301 Deliver
and monitor a
service to
customers
This unit is relevant to the core duty of “answering phone
calls” and “customer service and liaising with clients”
11
BSBDIV301 Work
effectively with
diversity
This unit is relevant to the desirable skill of “must be able to
work as a team and as an individual” and “positive attitude”
and “well organised and able to complete tasks in a timely
manner”
PART 3: Integrating units of competency
After analysing and selecting the elective units, Sample Accounting would like you to integrate the units
listed in PART 2 to reduce the trainee’s work load. In the table below:
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 Select two (2) elective units of competency which could be suitable for integration; and
 Explain why it would be appropriate to link the selected units. Provide examples to support your
reasoning.
Unit code and title Explanation and example
1
BSBITU303
Design and produce text
documents
Some Elements and Performance Criteria are similar.
Example, in BSBITU303:
Element 1. Prepare to produce word processed documents
Performance Criteria:
1.1 Use safe work practices to ensure ergonomic, work organisation,
energy and resource conservation requirements are met
1.2 Identify document purpose, audience and presentation
requirements, and clarify with relevant personnel as required
1.3 Identify organisational and task requirements for text-based
business documents to ensure consistency of style and image
2
BSBITU309
Produce desktop published
documents
Some Elements and Performance Criteria are similar.
Example, in BSBITU309:
Element 1. Prepare to produce desktop published documents
Performance Criteria:
1.1 Use safe work practices including addressing ergonomic
requirements and using work organisation strategies
1.2 Use energy and resource conservation techniques
1.3 Identify document purpose, audience and presentation
requirements, and clarify with relevant personnel as required
1.4 Identify organisational and task requirements for desktop
published documents to ensure consistency of style and image
PART 4: Research contextualisation guidelines of the training package developer
Research the contextualisation advice provided by the training package developer of BSB30415 Certificate III
in Business Administration. You must copy and paste the information into the text box below.
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When contextualising units of competency registered training organisations may add to the range
statement or the evidence guide.
They must not:
 Remove the content of any of the elements and performance criteria
 Distort or narrow the competency outcomes and limit its use
 Diminish the breadth of application of the competency and reduce its portability
PART 5: Contextualise units of competency
Based on the two (2) units in PART 3, describe how you can contextualise or customise three (3) different
performance criteria items within each unit of competency to meet the needs of the trainees by:
 Complying with the training package contextualisation guidelines; and
 Complying with suggestions made by the stakeholder.
Please note: you are welcome to provide hypothetical ways to contextualise the performance criteria.
Unit code and title Performance criteria Contextualisation example
1 BSBITU303
Design and
produce text
documents
1.3 Identify organisational and
task requirements for text-
based business documents to
ensure consistency of style and
image
Search in shared network directory,
sample business document templates,
Z:/shared/templates/business doc/.
Identify and familiarise various business
document samples.
2.1 Design document structure
and layout to suit purpose,
audience and information
requirements of task
Search in shared network directory,
sample business document templates,
Z:/shared/templates/business doc/.
Identify and select the most suitable
sample document against the required
text to be created. Copy template to local
C: drive.
4.4 Name and store text
documents, in accordance with
organisational requirements
and exit application without
Use Sample Accounting’s document
naming convention XXX-YYY-ZZZ-
YYMMDD.doc where XXX is the
department code, YYY is the customer
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information loss/damage code, ZZZ is the author code, YYMMDD is
the date of document creation.
2
BSBITU309
Produce desktop
published
documents
1.2 Use energy and resource
conservation techniques
At end of day, switch off computers,
printers and other pieces of office
equipment, as well as lights. During the
day, when not in use, set equipment into
hibernate mode
2.3 Confirm layout with
appropriate person
Once layout is chosen, before entering
text and data, confirm document layout
with desktop publishing section manager.
4.4 Name and store text
documents, in accordance with
organisational requirements
and exit application without
information loss/damage
Use Sample Accounting’s document
naming convention XXX-YYY-ZZZ-
YYMMDD.doc where XXX is the
department code, YYY is the customer
code, ZZZ is the author code, YYMMDD is
the date of document creation.
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PROJECT 2
Design and develop one (1) learning program that is based on a full qualification. The learning program must:
 Be based on a nationally recognised qualification sourced from www.training.gov.au
 The usage recommendation for the qualification must be current (not superseded)
Mandatory conditions of Project 2:
Condition 1
Throughout this project, you will be required to access RTO protocols, policies and procedures from
www.trainingrto.com
Condition 2
Each learning program will be based on the candidate’s needs and characteristics.
Condition 3
Each learning program must address different client needs, contexts and timelines.
Condition 3
You must provide evidence of Part 1 – 5.
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PART 1: Interview with key stakeholders
You must conduct an interview with your candidate. The purpose of this interview is to:
 Clarify the purpose of the learning program (you will need to determine an appropriate qualification
for the candidate)
 Consider the candidate’s characteristics
 Confirm the competency standards
 Confirm the training specifications
Select one (1) option (indicate your selection with ‘x’):
OPTION A OPTION B
X
OPTION A: Third Party
 You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification.
Some sections will require you to draw on the RTO’s policies and procedures.
 The third party must make comments against each item in Section 1 of Appendix 1 - Third Party
Report.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 1 apply.
OPTION B: Video requirement
 You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification.
Some sections will require you to draw on the RTO’s policies and procedures.
 Your session will be assessed against Section 1 of Appendix 7 - Internal Observation Checklist.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 2 apply.
Table 1
Acceptable Evidence Unacceptable Evidence
A completed Third Party Report with detailed
comments, signatures, dates and clarity on how
checklist items were addressed throughout the
session/s.
An incomplete Third Party Report without
comments, only ticks, lacking signatures or dates
and clarity.
Statements by the observer that clearly identifies That shows ticks and does not clarify how items
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training within a vocational ‘hand on’ context with
comments about the type of activities and
interactions carried out during the session to
encourage skill based learning as well as knowledge.
were addressed within the session/s.
That shows no evidence of skill based knowledge.
Important notes:
 The observer must be the third party.
 The observer cannot be a learner in the session.
 The observer must complete the Third Party Report as they are observing the session.
 The third party report cannot be completed by an individual that was not at the session on the
same day as the observer.
 The observer must be able to produce a certified copy of their TAE40110 certificate and record of
results. The student must submit this document with their assessment submission.
Table 2
Acceptable Evidence Unacceptable Evidence
Video footage must clearly show all participant/s for
the entirety of the session. Use a video camera or
laptop webcam to record the session/s.
Video that scans the participant/s at the start but
then solely focuses on you for the remainder of the
session.
The audio levels must be clear throughout the video
recording.
Very low or inaudible voices of you and the
participant/s.
Important notes:
 The video file needs to be in a common format to be viewed in Windows Media Player
 You may use ‘Dropbox’ to send your video file
 The video file can be saved to a USB or CD and posted to ilearn online
Based on the interview, record the selected qualification below.
Qualification code Qualification title
SIS40215 Certificate IV in Fitness
You must identify which training package the qualification belongs to in the table below.
Training package code Training package title
SIS Sport, Fitness and Recreation Training Package
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You are required to complete and submit Appendix 3 – Training and Assessment Strategy (TAS) –
Qualification based on the qualification above. All fields in the appendix template must be addressed.
In accordance with Clause 1.1, each training and assessment strategy must include information about the
amount of training. You will need to justify the amount of training for the selected qualification by listing
three (3) formal learning activities, the time required for each activity and the reasons involved.
Remember: the amount of training does not include the number of hours required to complete the
assessment. Complete the table below.
Learning activities Time allocation
(hours)
Justification
Face to Face on location Workshop 20 hours This is the best way to ensure students
undertaking the training program
receive adequate interaction with a
qualified instructor.
Assigned Reading/Handouts 40 hours Due to there being a significant amount
of material that needs to be
memorised, this provides students a
structured methodology in order to
learn the information.
Interactive Online Learning Resource 10 hours This gives the students a more engaging
method in learning the course material
than pure reading and writing as
Interactive multimedia can be
customised to target different learning
methods.
Determine the hours required to complete the assessment tasks in each unit of competency (complete table
below). Add more rows if required.
Unit of competency Assessment tasks Hours of assessment
Instruct exercise to young people aged
13 to 17 years
Complete Online Quiz, Written
assessment
75 hours
Collaborate with medical and allied
health professionals in a fitness context
Complete Online Quiz, Written
assessment
75 hours
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Provide motivation to positively
influence exercise behaviour
Complete Online Quiz, Written
assessment
75 hours
Instruct long-term exercise programs Complete Online Quiz, Written
assessment
75 hours
Promote functional movement capacity Complete Online Quiz, Written
assessment
75 hours
Incorporate exercise science principles
into fitness programming
Complete Online Quiz, Written
assessment
75 hours
Instruct exercise programs for body
composition goals
Complete Online Quiz, Written
assessment
75 hours
Instruct personal training programs Complete Online Quiz, Written
assessment
75 hours
Instruct group personal training
programs
Complete Online Quiz, Written
assessment
75 hours
Recognise the dangers of providing
nutrition advice to clients
Complete Online Quiz, Written
assessment
75 hours
Support healthy eating through the Eat
for Health Program
Complete Online Quiz, Written
assessment
75 hours
Conduct sustainable work practices in
open spaces
Complete Online Quiz, Written
assessment
75 hours
Establish legal and risk management
requirements of small business
Complete Online Quiz, Written
assessment
75 hours
Undertake small business planning Complete Online Quiz, Written
assessment
75 hours
Market the small business Complete Online Quiz, Written
assessment
75 hours
Monitor and manage small business
operations
Complete Online Quiz, Written
assessment
75 hours
Manage small business finances Complete Online Quiz, Written
assessment
75 hours
Plan a home based business Complete Online Quiz, Written
assessment
75 hours
Maintain work health and safety Complete Online Quiz, Written
assessment
75 hours
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Address client needs Complete Online Quiz, Written
assessment
75 hours
Based on the calculations above, what is the proposed volume of learning for the qualification?
1500 hours
Does the proposed volume of learning comply with the Australian Qualification Framework? Provide your
reasoning below.
1500 hours of learning seems to be in alignment with the Australian Qualification Framework. This is
because the capacity, competencies and skills of the learners have been considered for proposing the
total volume of learning period. Along with this, ensuring the quality within the training services also
projects the alignment with the Australian Qualification Framework.
PART 2: Identify language, literacy, and numeracy (LLN) requirements of the learning program
Complete and submit Appendix 5 – Language, Literacy, and Numeracy Matrix based on the TAS you have
developed in PART 1 by:
 Reviewing the LLN requirements of each unit of competency; and
 Determining the minimum LLN skill required for the entire learning program.
IMPORTANT: Refer to the instructions in Appendix 5 for further instructions on how to complete the
Language, Literacy, and Numeracy Matrix.
PART 3: Determine potential risks in the learning program
Complete the table below by:
 Identifying three (3) specific risks which might occur in your learning program;
 Providing a risk rating for each risk; and
 Suggesting how you will treat each risk.
Risk Risk rating Location of
the risk Risk treatment Person
responsible
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
1
ACcidents 4 Anywhere in
the institute
premises
First aid services ADMINISTRATIVE
STAFFS
2
Inadequate
resources
3 During the
course of the
training
program
PLANNING Administrative
staff and the
board of
directors
3
Financial
instabilities
3.5 Before the
initiation of
the training
services
INDULGING IN
PARTNERSHIP WITH THE
MEMBERS OF THE TRADE
UNION
MANAGERS
PART 4: Design and develop a learning resource
Select one (1) unit of competency from your Training and Assessment Strategy developed in PART 1. Please
ensure the usage recommendation of the unit of competency is current (not superseded).
Unit code Unit title
BSB2305 Mental health and drugs
IMPORTANT: The unit of competency you select here will form the basis of a group delivery conducted in
Project 2 of TAEDEL401_TAEDEL402_BSBCMM401.
You must develop and submit a learning resource based on the selected unit of competency. Content you
could develop for this section may include:
 PowerPoint presentation slides
 Handouts/worksheets
 Learning activities that you created
Your learning resource must reflect one of the options listed in your training and assessment strategy.
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TAEDES401 Design and develop learning programs &
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Based on the learning resource you have developed; provide a rationale on the content relevance and
quality. Your response must be approximately 100 words in length.
Distributing handouts to the trainees on the effect of drugs on mental health would enhance their
preconceived skills, expertise and knowledge. Sessions need to be be taken for briefing them the effects in
details. Taking post training tests and practical examinations would assist in assessing the capability of the
trainees in terms of grasping the basic concepts related to the impact of drugs on the mental health. Urging
the trainees to take practical counselling sessions of the people would be helpful in assessing their capability
towards extending support to these disturbed people. Statutory bodies need to be contacted for ensuring
that the standards and quality of training are in alliance with the developed framework.
You will need to consider any assessment requirements or conditions when developing a learning resource.
Based on the selected unit, provide any relevant details below.
Taking the help of the experts for assessing the requirements proves helpful. This is in terms of developing
the framework according to the skills, capabilities and competencies of the trainees.
PART 5: Review the learning program
You must review the entire learning program with your candidate. During the review session, you must
address all items in the Appendix 6 – Learning Program Review and submit this as part of your submission.
Select one (1) option (indicate your selection with ‘x’):
OPTION A OPTION B
X
OPTION A: Third Party
 You will be assessed against Section 2 in Appendix 1 - Third Party Report
 The third party must make comments against each item in Section 2 of Appendix 1 - Third Party
Report.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 1 apply.
OPTION B: Video requirement
 Your session will be assessed against Section 2 in Appendix 7 – Internal Observation Checklist.
 The session must be at least thirty (30) minutes in length.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
 The conditions in Table 2 apply.
Table 1
Acceptable Evidence Unacceptable Evidence
A completed Third Party Report with detailed
comments, signatures, dates and clarity on how
checklist items were addressed throughout the
session/s.
An incomplete Third Party Report without
comments, only ticks, lacking signatures or dates
and clarity.
Statements by the observer that clearly identifies
training within a vocational ‘hand on’ context with
comments about the type of activities and
interactions carried out during the session to
encourage skill based learning as well as knowledge.
That shows ticks and does not clarify how items
were addressed within the session/s.
That shows no evidence of skill based knowledge.
Important notes:
 The observer must be the third party.
 The observer cannot be a learner in the session.
 The observer must complete the Third Party Report as they are observing the session.
 The third party report cannot be completed by an individual that was not at the session on the
same day as the observer.
 The observer must be able to produce a certified copy of their TAE40110 certificate and record of
results. The student must submit this document with their assessment submission.
Table 2
Acceptable Evidence Unacceptable Evidence
Video footage must clearly show all participant/s for
the entirety of the session. Use a video camera or
laptop webcam to record the session/s.
Video that scans the participant/s at the start but
then solely focuses on you for the remainder of the
session.
The audio levels must be clear throughout the video
recording.
Very low or inaudible voices of you and the
participant/s.
Important notes:
 The video file needs to be in a common format to be viewed in Windows Media Player
 You may use ‘Dropbox’ to send your video file
 The video file can be saved to a USB or CD and posted to ilearn online
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
PROJECT 3
Design and develop one (1) learning program based on one of the following units:
 BSBCMM101 Apply basic communication OR
 BSBWOR201 Manage personal stress in the workplace
Mandatory conditions of Project 3:
Condition 1
Throughout this project, you will be required to access RTO protocols, policies and procedures from
www.trainingrto.com
Condition 2
Each learning program will be based on the candidate’s needs and characteristics.
Condition 3
The learning program must address different client needs, contexts and timelines to that of Project 2.
Condition 4
You must provide evidence of Part 1 – 4.
IMPORTANT: The unit of competency you select here will form the basis of the consecutive group delivery
sessions conducted in Project 1 of TAEDEL401_TAEDEL402_BSBCMM401.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
PART 1: Interview with key stakeholders
You must conduct an interview with your candidate. The purpose of this interview is to:
 Clarify the purpose of the learning program (you will need to determine an appropriate unit for the
candidate)
 Consider the candidate’s characteristics
 Confirm the competency standards
 Confirm the training specifications
Select one (1) option (indicate your selection with ‘x’):
OPTION A OPTION B
X
OPTION A: Third Party
 You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy –
Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
 The third party must make comments against each item in Section 1 of Appendix 1 - Third Party
Report.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 1 apply.
OPTION B: Video requirement
 You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy –
Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
 Your session will be assessed against each item in Section 1 of Appendix 7 - Internal Observation
Checklist.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 2 apply.
Table 1
Acceptable Evidence Unacceptable Evidence
A completed Third Party Report with detailed
comments, signatures, dates and clarity on how
checklist items were addressed throughout the
session/s.
An incomplete Third Party Report without
comments, only ticks, lacking signatures or dates
and clarity.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Statements by the observer that clearly identifies
training within a vocational ‘hand on’ context with
comments about the type of activities and
interactions carried out during the session to
encourage skill based learning as well as knowledge.
That shows ticks and does not clarify how items
were addressed within the session/s.
That shows no evidence of skill based knowledge.
Important notes:
 The observer must be the third party.
 The observer cannot be a learner in the session.
 The observer must complete the Third Party Report as they are observing the session.
 The third party report cannot be completed by an individual that was not at the session on the
same day as the observer.
 The observer must be able to produce a certified copy of their TAE40110 certificate and record of
results. The student must submit this document with their assessment submission.
Table 2
Acceptable Evidence Unacceptable Evidence
Video footage must clearly show all participant/s for
the entirety of the session. Use a video camera or
laptop webcam to record the session/s.
Video that scans the participant/s at the start but
then solely focuses on you for the remainder of the
session.
The audio levels must be clear throughout the video
recording.
Very low or inaudible voices of you and the
participant/s.
Important notes:
 The video file needs to be in a common format to be viewed in Windows Media Player
 You may use ‘Dropbox’ to send your video file
 The video file can be saved to a USB or CD and posted to ilearn online
Based on the interview, record the selected unit below.
Unit code Unit title
BSB2315 Workplace Health and Safety
You must identify which training package the unit of competency belongs to in the table below.
Training package code Training package title
TP2315 Provision of First Aid
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TAEDES401 Design and develop learning programs &
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You are required to complete and submit Appendix 4 – Training and Assessment Strategy (TAS) – Individual
Unit based on the selected unit of competency. All fields in the appendix template must be addressed.
PART 2: Determine potential risks in the learning program
Complete the table below by:
 Identifying three (3) specific risks which might occur in your learning program;
 Providing a risk rating for each risk; and
 Suggesting how you will treat each risk.
Risk Risk rating Location of
the risk Risk treatment Person
responsible
1
ACCIDENTS 2 ANYWHERE IN
THE TRAINING
INSTITUTE
FIRST AID ADMINISTRATIVE
STAFFS,
WORKERS
2
Financial
instabilities
2.5 DURING THE
TRAINING
PROGRAM
PARTNERSHIP WITH THE
TRADE UNION MEMBERS
STAFFS
3
Inadequate
ressources
4 DURING THE
TRAINING
PROGRAM
PLANNING WITH THE
BOARD PANEL
HR MANAGERS
PART 3: Design and develop a learning resource
You must develop and submit a learning resource based on the selected unit of competency. Content you
could develop for this section may include:
 PowerPoint presentation slides
 Handouts/worksheets
 Learning activities that you created
Learner Workbook V1 Page 48

TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Your learning resource must reflect one of the options listed in your training and assessment strategy.
Based on the learning resource you have developed; provide a rationale on the content relevance and
quality. Your response must be approximately 100 words in length.
Providing handouts to the trainees on the effect of drugs on the mental health would make them aware of
the alarming situation, which has affected the academic performance of the individuals. Along with this,
taking sessions for confronting them with the daily life situations of these individuals would help them, to
achieve effective solutions for uplifting their present condition. Along with this, taking tests would help the
managers in assessing the capability of the staffs to make practical application of the learnt skills in the
workplace operations.
You will need to consider any assessment requirements or conditions when developing a learning resource.
Based on the selected unit, provide any relevant details below.
Approach of the trainees in dealing with the drug addicts would be crucial in allocating them with duties and
responsibilities. This would also be helpful in appraising the performance. Using Data Protection Act (1998)
would be crucial for protecting the rights of the trainees as well as the samples.
PART 4: Review the learning program
You must review the entire learning program with your candidate. During the review session all items in the
Appendix 6 – Learning Program Review must be covered. You must submit this appendix as part of your
submission.
Select one (1) option (indicate your selection with ‘x’):
OPTION A OPTION B
X
OPTION A: Third Party
 The third party must make comments against each item in Section 2 of Appendix 1 - Third Party
Report.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 1 apply.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
OPTION B: Video requirement
 The third party must make comments against each item in Section 2 of Appendix 7 - Internal
Observation Checklist.
 The session must be at least thirty (30) minutes in length.
 The conditions in Table 2 apply.
Table 1
Acceptable Evidence Unacceptable Evidence
A completed Third Party Report with detailed
comments, signatures, dates and clarity on how
checklist items were addressed throughout the
session/s.
An incomplete Third Party Report without
comments, only ticks, lacking signatures or dates
and clarity.
Statements by the observer that clearly identifies
training within a vocational ‘hand on’ context with
comments about the type of activities and
interactions carried out during the session to
encourage skill based learning as well as knowledge.
That shows ticks and does not clarify how items
were addressed within the session/s.
That shows no evidence of skill based knowledge.
Important notes:
 The observer must be the third party.
 The observer cannot be a learner in the session.
 The observer must complete the Third Party Report as they are observing the session.
 The third party report cannot be completed by an individual that was not at the session on the
same day as the observer.
 The observer must be able to produce a certified copy of their TAE40110 certificate and record of
results. The student must submit this document with their assessment submission.
Table 2
Acceptable Evidence Unacceptable Evidence
Video footage must clearly show all participant/s for
the entirety of the session. Use a video camera or
laptop webcam to record the session/s.
Video that scans the participant/s at the start but
then solely focuses on you for the remainder of the
session.
The audio levels must be clear throughout the video
recording.
Very low or inaudible voices of you and the
participant/s.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Important notes:
 The video file needs to be in a common format to be viewed in Windows Media Player
 You may use ‘Dropbox’ to send your video file
 The video file can be saved to a USB or CD and posted to ilearn online
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
APPENDIX TEMPLATES LIST
 Appendix 1 – Third Party Report
 Appendix 2 – Glossary
 Appendix 3 – Training and Assessment Strategy (TAS) – Qualification
 Appendix 4 – Training and Assessment Strategy (TAS) – Individual Unit
 Appendix 5 – Language, Literacy, and Numeracy Matrix
 Appendix 6 – Learning Program Review
 Appendix 7 – Internal Observation Checklist
Refer to the Appendix Templates document.
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