Course Title: Use training packages and accredited courses to meet client needs

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: TCHE5205C

Course Title: Use training packages and accredited courses to meet client needs

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: 25

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 unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs.

This unit typically applies to a person working in or with training and/or assessment organisations as an entry-level trainer, teacher, facilitator or assessor. It assumes that the person is working from a pre-defined training product, such as a training package or accredited course, and applying that product to meet client needs.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDES402A Use training packages and accredited courses to meet client needs


2/. Analyse and interpret the qualifications framework

Performance Criteria:

2.1.  Read and interpret qualification rules

2.2.  Review and determine applicable licensing requirements and prerequisites

2.3. Determine suitable electives that meet client needs and job roles


3/. Analyse and interpret units of competency and accredited modules

Performance Criteria:

3.1.  Select individual unit or accredited module to meet client needs

3.2.  Read, analyse and interpret all parts of the unit or accredited module for application to client needs

3.3.  Analyse links between unit and/or accredited module to develop effective applications for the client

3.4. Document analysis of unit or accredited module in a clear and accessible manner


4/. Contextualise units and modules for client applications

Performance Criteria:

4.1.  Use information from the client to contextualise the unit or accredited module to meet client needs

4.2. Use advice on contextualisation produced by the training package developer or course developer to meet client needs


5/. Analyse and interpret assessment guidance

Performance Criteria:

5.1.  Read, analyse and apply the assessment guidance of the relevant training package or accredited course

5.2. Determine any special requirements for assessment or reasonable adjustment to suit client needs


1/. Select appropriate training package or accredited course

Performance Criteria:

1.1.  Confirm training and/or assessment needs of client

1.2.   Identify and source training packages and/or accredited courses which could satisfy client needs

1.3. Use training products in line with the training and assessment organisation's quality assurance policies and procedures

Learning Outcomes

The learning outcomes for this course will enable the learner to:
• analyse a training package and or accredited course to examine its component parts, identify relevant units of competency or modules, and contextualise those to meet a specific client need
• demonstrate a minimum of two examples of analysing training specifications, including at least one training package; the other may be another training package or an accredited course that meets a specific client need.

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: reading and discussing the perscribed text, online research, and the 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 prescribed 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. Handouts pertaining to in class activities will be handed to you as required during class.

Overview of Assessment

The unit ’TAEDES402A Use training packages and accredited courses to meet client needs’ is holistically assessed with other units within 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

TAEDES402A Assessment matrix:

This unit is holistically assessed in Project 1 (in class) and Project 2 (workplace) along with an Online Quiz

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