TAEDES401/402: Learning Program Design and Training Package Use

This assignment solution covers TAEDES401 (Design and Develop Learning Programs) and TAEDES402 (Use Training Packages and Accredited Courses to Meet Client Needs). It includes various appendix templates such as a third-party report, glossary, training and assessment strategy for both qualifications and individual units, a language, literacy, and numeracy matrix, a learning program review, and an internal observation checklist. The third-party report provides feedback on a student's performance, while the glossary defines key terms. The training and assessment strategies detail the purpose, packaging rules, entry requirements, pathways, regulations, units of competency, target learners, required facilities, support services, learning resources, delivery and assessment arrangements, delivery mode, and assessment methods. Additional elements include evidence gathering techniques and information on the delivery and assessment staff. The document also includes instructions for using the templates and file naming conventions.

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
APPENDIX TEMPLATES
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
TABLE OF CONTENTS
APPENDIX TEMPLATES INSTRUCTIONS...............................................................................................................3
APPENDIX 1 – THIRD PARTY REPORT..................................................................................................................4
APPENDIX 2 – GLOSSARY..................................................................................................................................10
APPENDIX 3 – TRAINING AND ASSESSMENT STRATEGY (TAS) – QUALIFICATION.............................................12
APPENDIX 4 – TRAINING AND ASSESSMENT STRATEGY (TAS) – INDIVIDUAL UNIT..........................................16
APPENDIX 5 – LANGUAGE, LITERACY, AND NUMERACY MATRIX.....................................................................18
APPENDIX 6 – LEARNING PROGRAM REVIEW...................................................................................................20
APPENDIX 7 – INTERNAL OBSERVATION CHECKLIST.........................................................................................23
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Appendix Templates Instructions
1. Do not delete any sections from any template unless otherwise noted in the instructions or as indicated
by your trainer.
2. You will be required to use the same appendix templates on multiple occasions within the corresponding
Learner Workbook. We strongly suggest retaining a blank copy of the appendix templates
documentation.
3. The appendix templates will correspond to the activities or projects within your Learner Workbook. You
must only use the templates where ever noted in your Learner Workbook.
4. You can copy the appendix templates into separate word documents however please do not copy the
appendix templates into your Learner Workbook.
5. File naming protocol: Prior to submission, your appendix templates must comply with the file name
protocol below. The file name must follow this format: UNIT CODE – Document – Full Name
Example 1: TAEDES401_TAEDES402 – Project 2 Learning Program 1 – John Smith
Example 2: TAEDES401_TAEDES402 – Project 2 Learning Program 2 – Jane Doe
6. 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.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
APPENDIX 1 – THIRD PARTY REPORT
The completion of this Third Party Report is an important part of collecting quality evidence in this unit of
competency. The observer must be in a position to observe and make valid comments on the student’s
performance. The observer must hold the TAE40110 Certificate IV in Training and Assessment.
Instructions
1. Prior to each session, the observer must:
 Read the Third Party Report
 Refer to Appendix 2 – Glossary
 Clarify any points in the Third Party Report with an assessor at ilearn online
When completing the Third Party Report, please refer to Appendix 2 – Glossary that contains definitions of
key terms and words used in this Third Party Report.
2. When completing the Third Party Report, the observer must:
 Comment on all sections of Appendix 1 – Third Party Report
 Not ‘tick and flick’ the items in the checklist without detailed comments
 Provide detailed comments regarding the student’s performance, as this information will be used by
an ilearn online assessor to make a professional judgement of the student’s competence
 Provide written feedback to the student on their overall performance
 Hand write all comments on the checklist (hand-writing must be legible)
3. On completion of each session delivery, the observer must:
 Provide verbal feedback to the student
 Return the completed Third Party Report to the student
 Provide the student with a certified copy of their TAE40110 certificate and record of results
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
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Third Party Report
Student full name: Jessica Nuan
Third party full name: David Peterson
Project number: 232345
OBSERVATION AREAS YES NO OBSERVER’S COMMENTS
Section 1: Conduct the interview
Total time duration: 3 hours
 The student clarified the purpose of the
learning program Yes Good
 The student confirmed the training and
assessment needs of the candidate Yes Excellent
 The student identified the characteristics of the
target learner group NO Poor
 The student sourced the relevant training
package to meet the candidate ‘s needs Yes Marvellous
 The student confirmed the competency
standards No Absolutely wrong
 The student confirmed the training
specifications Yes Perfect
 The student used appropriate language to
provide and elicit information and
communicate decisions
Yes Looks good

TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Third Party Declaration
Third party’s full
name: David Peterson
Contact number: 123456789 Email: -
Company name: XYZ Private Limited Position: Training assessor
Relationship to the student: Trainor
I, David Peterson make the following declaration:
 I agree to be contacted by an ilearn online assessor regarding my comments in the Third Party Report.
 I participated in the evidence gathering process and understood how to collect the required evidence.
 I personally observed the above named student from start to finish for the delivery session.
 I have provided a certified copy of my qualification (certificate and transcript) to the student.
 I understand that ilearn online will contact the issuing RTO to verify the authenticity of my qualification.
 All information and statements made in the Third Party Report are true and accurate.
Signature: David Peterson Date signed: 1st April 2018
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
APPENDIX 2 – GLOSSARY
Key word/s Explanations
Administer How you intend to implement a task to the intended audience.
Assessment instruments Assessment instruments may be written questions, activities, templates and
observation checklists.
Assessment methods Method of assessments may be direct observation, portfolio, questioning
and third party evidence.
Active listening Active listing involves listening to the information, understanding the
information, providing feedback and responding appropriately.
Audience The participants in attendance at a session.
Body language The gestures, postures, and facial expressions by which a person manifests
various physical, mental, or emotional states and communicates
nonverbally with others.
Clustered Where two or more units of competency can be integrated because there
are similarities in the training package requirements. There is no need to
assess a student twice if you are able to create assessment tools that cover
both units. The benefits of integration are, students do not need have to
cover the same content twice and it can cut down on their study time.
Contextual needs of the
environment
This will depend on the work environment and industry. For example if the
unit focuses on operating machinery then the assessment must consist of
health and safety procedures that are relevant to the safe use of the
machines.
Contextualised Contextualisation is the process of taking a training program and making it
meaningful and relevant to the learner, their workplace or the industry.
Closed questions Closed questions are often used to seek a one or two word reply such as yes
or no. This method of questioning is useful when you are trying to obtain
concise answers.
Facilitation skills The act, process or experience of gaining knowledge through skill (hands on)
based learning. To conduct training where the learner gains practical skills
(not a lecture).
Handout A document that contains topical information and is distributed to students
to help focus on the session topic.
Language Using industry specific language that is suitable for the level of the students
and their learning.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Learning resources Refers to any equipment, textbooks, activities or training aids that can be
used to improve the learning process.
Materials Using tools (e.g. cooking utensils, PPE items or apparatus) to perform a
given task.
Monitor The ability to analyse a situation, identify issues, resolve problematic
situations and ensure activities are carried out properly.
Open questions Open-ended questions allow the other person to provide a more detailed
answer and encourage involvement in the conversation.
Outcome This is the end result or desired result from training and/or assessment.
Records Information or data on a particular subject collected during study and
preserved for future reference for audit and proof of competency by the
RTO.
Session plan A document that explains the step-by-step timing of a lesson, the resources
used in activities and the interactions of the class.
Skills Proficiency, facility, or dexterity that is acquired or developed through
training or experience in a ‘hands on’ environment.
Verbal delivery The ability to speak clearly with correct pronunciation and adequate
volume.
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Appendix 3 – Training and Assessment Strategy (TAS) – Qualification
Add more rows as required.
RTO name: AGB PRIVATE LIMITED
Course duration: 2-5 YEARS
Code and title: AB1122 ALcohol and other drugs
Purpose of
program:
To seek qualified trainers in community services
Packaging rules:  To align with the standards and quality of the Australian Quality Framework
Recent changes
to the training
package
Taking feedbacks from the trainees
Entry
requirements or
prerequisites:
 Language, literacy and numeracy assessment
 Pre-training review
 Enrolment application form
Pathways (if
applicable):
Counsellors
Regulations,
licensing and
registration
requirements:
Policies
Units of
competency:
(add extra rows if
necessary)
Code Title Core/Elective
BSB50111A ENGLISH Core
BSB50112 MATHS elective
BSB50113 SCIENCE Core
BSB50114 PSYCHOLOGY Elective
BSB50115 SOCIOLOGY Core
BSB50116 LAW Elective
BSB50117 VOCATIONAL EDUCATION Core
BSB50118 HEALTH AND SOCIAL CARE Elective
BSB50119 HISTORY Core
BSB50120 Advertising Elective
Target learners: Learners intending to mitigate the drugs addictions
Characteristics of Extending support and guidance to others
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
target learners:
Required facilities
and equipment:
Visual advertisements, counselling forms
Support services
available:
Support from the government
Reasonable
adjustment
options:
 Shifting to other location
 Compromising with the facilities for providing better training services
Learning
resources:
 Study materials
 Notes
 Census reports published by the government
Delivery and
assessment
arrangements:
(add extra rows if
necessary)
Segment Unit code Unit name
Time allocation
(e.g. Days, hours,
weeks, months)
1. BSB2311 TEAMWORK 1 month
2. BSB2312 PROBLEM SOLVING 1.5 months
3. BSB2313 PATIENCE 2 months
4. BSB2314 PEOPLE MANAGEMENT 2.5 months
5. BSB2315 TIME MANAGEMENT 3 months
6. BSB2316 ORGANISATION 2 months
7. BSB2317 NUMERACY 2.5 months
8. BSB2318 COMMUNICATION 1.5 months
9. BSB2319 ADMINISTRATION 3.5 months
10. BSB2320 CUSTOMER SERVICE 4 months
Delivery mode:
Delivery venue
details:
Auditorium, which has large accommodation services and fully equipped with
materials like projector. Proper lighting services would also be needed so that the
trainees can grasp the lectures being delivered.
Assessment
methods:
 Post training test
 Practical examinations
Assessment tools:  Charts, tables and graphs
 Evaluation
Evidence Key codes
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
gathering
techniques:
(add extra rows if
necessary)
A Survey
B Feedback
C Meetings
D Group discussions
E Data analysis
F Self reflection of the exposed performance
Unit code Unit title A B C D E F
BSB2311 TEAMWORK
BSB2312 PROBLEM SOLVING
BSB2313 PATIENCE
BSB2314 PEOPLE MANAGEMENT
BSB2315 TIME MANAGEMENT
BSB2316 ORGANISATION
BSB2317 NUMERACY
BSB2318 COMMUNICATION
BSB2319 ADMINISTRATION
BSB2320 CUSTOMER SERVICE
Delivery and
assessment staff:
(add extra rows if
necessary)
Unit code Staff name Train Assess
BSB2311 PETER 
BSB2312 Joseph 
BSB2313 Jessica 
BSB2314 Maria 
BSB2315 Lara 
BSB2316 Arianna 
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TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
BSB2317 Riana 
BSB2318 Ana 
BSB2319 Daniel 
BSB2320 David 
Assessment
Validation:
Approval letter regarding progressing with the plans and strategies
Transition
requirements:
Planning
Quality assurance
policy
Hiring experts for assessing the quality of the training standards before delivering it
to the trainees
Document
formatting
procedures
Practical demonstration of the training courses
Document filing
procedures
Drafts and copies of the training standards to the board panel
Document
storage
procedures
Creating secret files with password
Version control
procedures
Meetings with the stakeholders and shareholders
Date approved: 25th March 2018
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