Course Title: Design and develop learning programs

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: TCHE5204C

Course Title: Design and develop learning programs

School: 360T Education

Campus: City Campus

Program: C4277 - Certificate IV in Training and Assessment

Course Contact: Paschal Somers

Course Contact Phone: +61 3 9925 4911

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Workforce Development
Building 51 - Level 2
80 - 92 Victoria St 3053

Ph: 9925 4933

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course (unit of competency) describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The course addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.

This course typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDES401A Design and develop learning programs


1/. Define parameters of the learning program

Performance Criteria:

1.1. Clarify purpose and type of learning program with key stakeholders

1.2.  Access and confirm the competency standards and other training specifications on which to base the learning program

1.3. Identify language, literacy and numeracy requirements of the program

1.4.  Identify and consider characteristics of the target learner group


2/. Work within the vocational education and training (VET) policy framework

Performance Criteria:

2.1.   Access relevant VET policies and frameworks, and apply to work practices

2.2.  Identify changes to training packages and accredited courses and apply these to program development

2.3.  Conduct work according to organisational quality assurance policies and procedures


3/. Develop program content

Performance Criteria:

3.1.  Research, develop and document specific subject matter content according to agreed design options

3.2.  Evaluate existing learning resources for content relevance and quality

3.3. Specify assessment requirements of the learning program


4/. Design structure of the learning program

Performance Criteria:

4.1.  Break the learning content into manageable segments and document timeframe for each segment

4.2.  Determine and confirm delivery strategies and required assessment methods and tools

4.3.  Document complete learning program in line with organisational requirements

4.4. Review complete program with key stakeholders and adjust as required

4.5. Ensure a safe learning progression by analysing risks in the learning environment and including a risk control plan

Learning Outcomes

The learning outcomes for this course (unit) will enable you to:
• design, develop and review learning programs within the VET context
• prepare and develop a minimum of two learning programs (that contain differentiated learning program designs to reflect particular needs, contexts and timelines; at least one of which must be based on competency standards or accredited courses and must cover at least one entire unit of competency).

Details of Learning Activities

 You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, group discussions and working in pairs. Other activities will include: online research, and reading articles provided by your trainer.

At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:

• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.

Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule


Intensive Program Session no:

Semester Long Session no:





1 and 2

Use training packages and accredited courses to meet client needs & Design and develop learning programs

  • National Skills Framework
  • Training packages vs. accredited courses
  • How are training packages developed and endorsed?
  • How are training packages structured?
  • Using training packages to meet client needs




TAEDES402A - Elm 1,2,3,4 and 5


TAEDES401A - Elm 2



2 and 4

Use training packages and accredited courses to meet client needs & Design and develop learning programs

  • Determine program parameters:
  • Design the learning program
  • Clarify assessment requirements
  • Develop the learning program content and structure:



TAEDES401A - Elm 1, 3 and 4

TAEDES402A - Elm 3,4 and 5



Design and develop learning programs:

  • Develop learning program content & structure, cont’d:


TAEDES401A - Elm 4


Learning Resources

Prescribed Texts

There is no perscribed text for the TAE40110 qualification, but several texts are recommended as reading for the program.


Knowles, M. Holton, E. & Swanson, R. (2005). The Adult learner (6th Ed). Elsevier  Butterworth, Heinemann Publishers.
Brookfield, S. (1986). Understanding the Adult Learner. Jossey-Bass
Rogers, A. & Horrocks, N. (2010). Teaching Adults. Open University Press
Biggs, J. & Tang, C. (2003) Teaching for Quality Learning at University. Open University Press.
Hill, Hill and Perlitz. (2013) Vocational Training and Assessment. McGraw Hill Education

Other Resources

Electronic resources are located on Blackboard.

Overview of Assessment

The unit ’TAEDES401A Design and develop learning programs’ is holistically assessed with other units in the TAE40110 qualification.  A detailed list of units can be found in the ’In Class assessment task Project 1 and Workplace Project 2.  

Assessment Tasks

An Online Quiz is available through Blackboard, this can be completed during the program.

Project 1 - an ’in class’ group project in which you design and develop a learning program for a simulated work environment

Project 2 - a project in which you design, develop, deliver and assess a learning program for your own workplace or a training environment of your choice.

Comprehensive project briefing documents will be provided at the commencement of classes.

It is a requirement of the Certificate IV Training and Assessment (TAE40110) program, that all assessment projects (both in-class (Project 1), the workplace (Project 2) are to be submitted electronically through the RMIT ‘C4277TAE’ Blackboard site. You are asked to submit each assessment project as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet - multiple project files will not be accepted.
*Please add your name and student no: into the footer of your project document.
*Please note, that no ‘Hard Copy’ portfolios will be accepted.

RMIT Electronic Submission of work for assessment
In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: )

Assessment Matrix

TAEDES401A Assessment matrix

This unit is holistically assessed in Project 1 (in class) and Project 2 (workplace)

a detailed assessment matrix in located in Blackboard

Other Information

“In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”

Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview