Course Title: Design and develop learning programs

Part B: Course Detail

Teaching Period: Term1 2020

Course Code: TCHE5921C

Course Title: Design and develop learning programs

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Mark Mossuto

Course Contact Phone: +61 3 99254929

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Office Administrator:

Raja Manchikanti

Tel: +61 3 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:

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

During the Design cluster of units, 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 three (3) days for the Design Cluster:

Session 1

Welcome and orientation to the program

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

National VET register—


Session 2

Review week 1
Design and develop learning programs
● Introduce major case study (DES Task 1)—
For the rest of this program students will design and develop a learning program as a major case study activity. Students 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

Review day 2
2. 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.
Program summary and next steps

Module Feedback

Learning Resources

Prescribed Texts


Other Resources

Electronic resources can be found in the Design Canvas LMS 

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. 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
  2. Assessment Task 2: design and develop a 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 or workplace benchmark the program is meant to cover

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.

  3. Answer the fourteen (14) knowledge questions found under the Assessment portal for this unit - submit by March 8 2020   Submission deadline: tasks 1 and 2 of the above assessments needs to be submitted by midnight March 27 2020   It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the Design Cluster Canvas LMS. 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 file submitted. *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 with TAEDES402 through the 2 assessment tasks and the knowledge quiz.

A detailed assessment matrix is provided in Canvas.

Other Information

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