Course Title: Plan and organise group-based delivery

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: TCHE5133C

Course Title: Plan and organise group-based delivery

School: 360T Education

Campus: City Campus

Program: C4177 - Certificate IV in Training and Assessment

Course Contact : Maria Dimitrakopoulos

Course Contact Phone: +61 3 9925 4933

Course Contact Email:maria.dimitrakopoulos@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 20

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 formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.

Course Description

This unit specifies the competency required to plan and organise training for individuals within a group.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	TAADEL401B Plan and organise group-based delivery
Element:	01 Interpret the learning environment and delivery requirements
Performance Criteria:	• The learning context is established and the organisational arrangements for delivery are confirmed • The learning program documentation is accessed, read and interpreted to determine delivery requirements • Group and individual learning needs and learner characteristics are identified using available information and documentation • Processes to identify learner support requirements are undertaken • Constraints and risks to delivery are identified and assessed • Personal role and responsibilities in the planning, delivery and review of training are confirmed with relevant personnel
Element:	02 Prepare session plans
Performance Criteria:	• Specific learning objectives and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners • Ideas for managing the delivery are generated using knowledge of learning principles and learning theories and reflect the learning needs and characteristics of the group • Existing learning resources, learning materials and documented learning activities identified in the learning program are evaluated and selected for use in the specific delivery context • Session plans are developed and documented for each segment of the learning program to be addressed
Element:	03 Prepare resources needed for delivery
Performance Criteria:	• Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group • Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and learner styles of individuals and the group • All learning materials required by learners are finalised and organised in time for delivery • Specific facility, technology and equipment needs for each session are identified and organised in time for delivery • Additional resourcing to meet identified learner support needs is identified and organised, where required, in time for delivery • The overall delivery plan is confirmed with relevant personnel

Learning Outcomes

Details of Learning Activities

Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.

Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet

The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.

In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery

Teaching Schedule

A course guide is provided to the participant before the course begins.

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Tasks

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Matrix

A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met

This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.

Course Overview: Access Course Overview