Course Title: Design and develop learning programs
Part B: Course Detail
Teaching Period: Term2 2010
Course Code: TCHE5132C
Course Title: Design and develop learning programs
School: 365T Global Studies, Soc Sci & Plng
Campus: City Campus
Program: C4178 - Certificate IV in Training and Assessment
Course Contact : Angela Hassell
Course Contact Phone: +61 3 9925 4476
Course Contact Email:email@example.com
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 40
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
There are no pre-requisites.
In this unit you will develop the skills required to conceptualise, design, develop and evaluate learning programs to meet an identified need for a group of learners, using appropriate criteria. Criteria may include endorsed competency standards and other specifications such as organisational performance standards, product equipment specifications and workplace procedures.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
TAADES402B Design and develop learning programs
By completing this unit you will achieve and demonstrate competence in the following elements:
- Define the parameters of the learning program in consultation with the client/s
- Generate options for designing the learning program
- Develop the learning program content
- Design the structure of the learning program
- Review the learning program
Details of Learning Activities
In this program you are required to demonstrate competence in 14 units, based on your existing skills and experience. To assist in providing suitable evidence for the assessment process you are given information, both prior to enrolment and upon enrolment, about the contents of the qualification, the units of competence, the skill fields (eg VET Environment, Design, Delivery and Assessment). You are then assisted in interpreting the requirements of the units and planning how the evidence can be effectively matched to your current skill and experience. The principles of evidence are also made available to you in order to facilitate the process.
You will be advised to enrol in the Certificate IV in Training and Assessment by coursework, if you are unlikely to meet the evidence requirements of the unit via this Skills Recognition Pathway.
There are a number of tools provided in supporting the induction and orientation activity in the skills recognition process to assist your application of the pathway to your skills and knowledge. Tools include an Information Guide, a Candidate Guide, a qualification matrix, a glossary and resource list and sample questions list for each unit.
You are expected to attend a preliminary one-on-one session with the assessor and jointly make a plan for how to meet the evidence requirements of the qualification according to your circumstances. You are then required to gather and arrange the evidence and then arrange a final assessment meeting with the assessor when the evidence has been compiled.
Evidence sought for assessment may take many forms and can be contextualised to suit the varying working environments of candidates who are training and assessing in both VET and non-VET environments.
You will be provided with program information and advice from the assessor prior to enrolment. You will then be provided with additional documents on enrolment to assist you in locating and presenting evidence for assessment at a later date.
You are required to arrange a meeting with the assessor after gathering the evidence for the assessment. Where the situation may occur that a candidate is assessed as not yet competent in a unit/s, feedback is provided and a further plan is devised to enable them to meet the requirements.
The Program schedule is largely determined by your ability to gather and present evidence in a timely way, however it is intended that all enrolments complete within the calendar year. In special circumstances enrolment periods are extended.
Overview of Assessment
Assessment in this unit is through a combination of experience demonstrated through a curriculum vitae, responses to knowledge questions, and provision of examples showing how the candidate has demonstrated the level of competence required to satisfy the evidence requirements of the unit.
You are given information about the Skills Recognition Process for this program in the Candidate Guide that is issued on enrolment. The Candidate Guide outlines the range of documents and processes that you can utilise for an assessment of competence as well as general information about assessment including the following:
- Purpose and outcomes of Recognition Process
- Relevant units of competency
- What is competence?
- Appeals process
- Confidentiality and security of information
- Special needs/ additional information
- Putting the portfolio together
- What is evidence?
- What will the assessor be looking for
- Contact with the assessor
- Evidence summary sheet template
- Assessment outcomes and feedback
In the Skills Recognition pathway the common tools that candidates use to provide evidence are:
- Copies of qualifications that demonstrate vocational competence
- CV that provides a basis for interview questions, professional conversation, and also for third party endorsements
- Responses to sample questions that will elicit knowledge and experience of the candidate
- Case studies that provide evidence of knowledge and skill in the four fields of VET environment, design, delivery and assessment
- Documents where applicable that support a working knowledge of aspects of the Units, eg training and assessment schedule etc.
While much of the information is provided on a unit by unit basis in accordance with the modular structure of VET qualifications, assessment is undertaken from an integrated, holistic approach as much as possible.
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