Course Title: Design and develop learning programs

Part B: Course Detail

Teaching Period: VE 2018

Class Number: 2696

Class Section: MAR1

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: TCHE5921C

Course Title: Design and develop learning programs

School: 360T Education

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Program Adminstrator

Course Contact Phone: +61 3 99254933

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Paschal Somers

ph 03 99254911

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:

TAEDES401 Design and develop learning programs


1. Define the parameters of the learning program

Performance Criteria:

1.1 Clarify the 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 VET policy framework

Performance Criteria:

2.1 Access relevant vocational education and training (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 the structure of the learning program

Performance Criteria:

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

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

4.3 Document the complete learning program in line with organisational requirements

4.4 Review the 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

At the end of this course you will be able to:  

  • design, develop and review learning programs within the vocational education and training context
  • prepare and develop a minimum of two learning programs that contain differentiated learning program designs which reflect particular needs, contexts and timelines (NB at least one of these two learning programs 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

The teaching schedule consists of 3 sessions with details below       Session 1   Welcome and introduction   Use training packages and accredited courses to meet client needs:   ● Introduction to vocational education and training   – History and general introduction to VET   – VET Quality Framework and training packages   – ‘Major players’ in the national VET system   ● Training packages and accredited courses   – Training packages vs accredited courses   – How training packages are developed and endorsed   – Training package structure   – Using training packages to meet client needs   ▪ Assessment activity—Explore and use a training package to meet client needs   ▪ Assessment activity—Crack the Codes   – National VET register—       Session 2   Design and develop learning programs   ● Introduce major case study  For the rest of this program participants design and develop a learning program as a major case study activity.  They may base DES Task 1 on this case study.   ● The need for collaboration   ● Step 1:  Determine parameters   – Confirm the design brief   – Analyse the benchmarks (introduce units of competency)   ▪ Assessment activity—Structure of a unit and its assessment requirements   ● Step 2: Design   –Delivery mode   – Assessment requirements   – Materials and resources   ● Step 3:  Develop   – Principles of instructional design       Session 3   Design and develop learning programs, continued   ● Step 3:  Develop, continued   – Develop content and structure of each session:   ▪ Confirm content   ▪ Organise into chunks   ▪ Sequence chunks   – Check all requirements covered—create a competency map   – Write session outcomes   – Develop session activities and time frames   – Complete agenda   – Organise address WHS   – Document plan.   ● Step 4:  Review the program design.

Learning Resources

Prescribed Texts


Other Resources

Electronic resources can be found in Canvas.

Overview of Assessment

The unit TAEDES401 Design and develop learning programs is holistically assessed with TAEDES402 Use training packages and accredited courses to meet client needs. Assessment will consist of

  • a set of knowledge questions
  • a project where you design and develop a  competency-based learning program
  • a project where you design and develop a learning program




Assessment Tasks

There are 3 tasks that you have to successfully complete in order to be deemed competent in the unit   1. Answer the 11 knowledge questions found in the Assessment Booklet for this unit   2. Assessment Task 1: design and develop a competency-based learning program where you

  • provide background information about the program
  • design and develop a learning program plan, including a risk control plan
  • provide copies of the unit the program is meant for and the packaging rules governing that unit
  • a competency matrix
  • provide information about how you went about designing and developing your learning program
  3. Assessment Task 2: design and develop a competency-based learning program where you
  • provide background information about the program
  • design and develop a learning program plan, including a risk control plan
  • provide copies of the unit the program is meant for and the packaging rules governing that unit
  • Comprehensive information about each of these 3 assessments can be found in the Assessment Booklet you will be provided with at the commencement of classes.
  Submission deadline: all 3 of the above assessments needs to be submitted by midnight Saturday May 26   It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the RMIT ‘C4377TAE’ Canvas site. For Assessment tasks 1 & 2, please submit each task as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet as multiple project files will not be accepted.     *Please add your name and student number 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


This unit is holistically assessed through the 2 assessment tasks and the knowledge quiz.

A detailed assessment matrix is provided in Canvas.

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; for further information see

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.

For further information about special consideration see

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For further information see

Course Overview: Access Course Overview