Course Title: Design and develop plans for vocational training
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: TCHE5956C
Course Title: Design and develop plans for vocational training
School: 525T Business & Enterprise
Campus: City Campus
Program: C4436 - Certificate IV in Training and Assessment
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 99251485
Course Contact Email: jeremy.glover@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 60
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
Nil
Course Description
This unit describes the skills and knowledge required to design, develop and document plans for vocational training to be delivered by vocational education and training (VET) teachers and trainers. It involves identifying the objectives and intended outcomes of the training and the characteristics of the target learners, selecting nationally recognised training products, developing the plan for training and individual session plans.
The unit applies to individuals who design training for group learning in face-to-face, online and blended vocational training contexts using nationally recognised products.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEDES412 Design and develop plans for vocational training |
Element: |
1. Plan vocational training |
Performance Criteria: |
1.1 Identify and collaborate with required stakeholders 1.2 Identify objectives and intended outcomes of the training, intended mode of delivery, and suitable learning environment 1.3 Identify target learners and their characteristics, including foundation skill and learning needs within scope of own job role 1.4 Access specialist support where required according to organisational procedures |
Element: |
2. Design a plan for vocational training |
Performance Criteria: |
2.1 Access and interpret nationally recognised training products and identify training and assessment requirements 2.2 Analyse a unit of competency or skill set, and identify learning components to scaffold 2.3 Determine a training sequence for delivery of skills and knowledge to support learner progression 2.4 Determine learning activities to support and engage learners in each component 2.5 Identify and evaluate suitability of existing learning resources 2.6 Estimate duration of training required for each learning component tailored to learner group characteristics 2.7 Document overall plan and structure according to legislative and regulatory requirements, organisational procedures and sustainability considerations |
Element: |
3. Develop session plans for vocational training |
Performance Criteria: |
3.1 Develop session plans that include a range of facilitation techniques to engage learners 3.2 Review session plans and ensure required skill and knowledge requirements have been addressed 3.3 Document session plans according to organisational policies and procedures |
Learning Outcomes
Details of Learning Activities
Learning activities activities include discussions, quizzes, peer presentations, small group work, online research tasks, simulations and creating workplace documents. These activities and the participant manual form a core component of the course and the relevant activities will need to be completed prior to the live session each week.
Teaching Schedule
| Week 10 | 23 - 29 September |
Module introduction, then: Topic 1: Adult learning and instructional design
Topic 2: Design and develop plans for vocational training In this topic, participants ‘learn by doing’ – TAE program leader guides participants through the process of designing and developing vocational training plans and session plans needed for DEL Task 02 (participants develop plans in DEL Task 02 then will likely deliver 3 sessions from the plans they develop, for DEL Task 03).
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| Week 11 | 30 September - 6 October |
Topic 2, continued.
DEL Task 02: Design and develop plans for vocational training 1 Review and finalise the training plan
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| Week 12 | 7 - 13 October |
Topic 3: Facilitate vocational training
Topic 4: Facilitate workplace-based learning training
– differences between group training and individual facilitative strategies – differences between training in a training room versus in the workplace. To complete on own time: part 1 of DEL Task 05: Facilitate workplace-based training (they develop a workplace-based training plan)
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Assessment Task One Due Sunday 13 October 2024 at 11:59pm |
| Week 13 | 14 - 20 October |
Presentation in class to peers Task 3 |
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| Week 14 | 21 - 27 October |
Presentation in class to peers Task 3 |
Assessment Task Two Due Sunday 27 October 2024 at 11:59pm |
| Week 15 | 28 October - 3 November |
Presentation in class to peers Task 3 |
Assessment Task Three Due Sunday 3 November 2024 at 11:59pm |
| Week 16 | 4 - 10 November |
Presentation in class to peers Task 5 |
Assessment Task Six Due Sunday 10 November 2024 at 11:59pm |
| Week 17 | 11 - 17 November |
Presentation in class to peers Task 5 |
Assessment Task Four & Five Due Sunday 17 November 2024 at 11:59pm |
| Week 18 | 18 - 24 november | Marking & resubmission ONLY |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- design, develop and document plans for group learning that:
- cover at least 2 entire units of competency from a nationally recognised training package or accredited course
- detail at least 3 consecutive sessions for each different unit of competency
- are tailored to target learner group characteristics and identified learner needs, including foundation skills
- include a range of facilitation techniques and checks for learner understanding, including presentation methods, learning activities, and formative assessment activities.
In the course of the above, the individual must:
- document an overall plan for the group learning for each unit of competency
- document the following in the session plans:
- learning objectives or outcomes
- presentation methods
- learning activities
- formative assessment activities
- sequence and timing of activities within a session
- required resources
- total duration of sessions
- confirm that requirements of units of competency and their assessment requirements have been fully addressed in the overall plan.
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- legislative and vocational education and training (VET) regulatory requirements relating to designing and developing plans for vocational training, including:
- meeting the requirements of nationally recognised training products
- amount of training to provide to each learner and learner group
- tailoring the plans to target learner group
- organisational policies and procedures for designing, developing and finalising plans for vocational training, including for consulting with required stakeholders
- purpose and use of National Register of VET (Training.gov.au, or its successor), including to identify changes to nationally recognised training products
- basic instructional design principles relating to designing and developing plans for vocational training
- purposes and key content of plans for vocational training, including logically sequenced learning content that:
- engages and progresses learners
- provides a safe and inclusive learning environment
- covers required skills and knowledge
- uses resources and that support and engage learners
- key components of training and assessment strategies and how to use them when designing and developing plans for vocational training
- facilitation techniques that support and engage learners and check for learner understanding, including presentation methods, learning activities, and formative assessment activities
- features of different modes of delivery, including face-to-face, online and blended delivery; and how those features are represented in plans for vocational training
- relationship between training and assessment, and implications for designing and developing plans for vocational training
- types of learner characteristics and implications for designing and developing plans for vocational training
- processes for interpreting nationally recognised units of competency to identify the standard of performance required, including for identifying:
- skill and knowledge requirements in the products, including requirements relating to foundation skills: language, literacy, numeracy, digital literacy and employability skills
- dimensions of competency and how they guide training practices and planning
- contents of Companion Volume Implementation Guides relating to designing and developing plans for vocational training
- learning theories and adult learning principles relating to designing and developing plans for vocational training
- sustainability matters to consider when designing and developing plans for vocational training.
Feedback
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Assessment:
Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview