\nTAEDES401A Design and develop learning programs
\n&
\nTAEDES402A Use training packages and accredited courses to meet client needs<\/p>\n
\nAPPENDIX TEMPLATES<\/p>\n
\nTable of Contents
\nAPPENDIX 1 – Training and Assessment Strategy (TAS)\t3
\nAPPENDIX 2 – Scheduling and sequencing\t8
\nAPPENDIX 3.1 – Contextualisation table\t9
\nAPPENDIX 3.2 – Foundation Skills\t11
\nAPPENDIX 4 – Risk Control Plan\t12
\nAPPENDIX 5 – Learning Program Review\t13<\/p>\n
\nSTUDENT NAME:\t<\/p>\n
APPENDIX 1 – Training and Assessment Strategy (TAS)
\nDo not alter this TAS template.
\nRTO name:\t
\nCourse duration:\t
\nCode and title:\t
\nPurpose of program: \t
\nPackaging rules:\t
\nEntry requirements:\t
\nPathways (if applicable): \t
\nRegulations, licensing and registration requirements:\t
\nIndustry skills council:\t
\nUnits of competency: \tCode\tTitle\tCore \/ Elective<\/p>\n
\nTarget learners and their characteristics: \t
\nRelevant stakeholders:\t
\nRequired facilities and equipment:\t
\nSupport services available:\t
\nReasonable adjustment options: \t
\nLearning resources:\t
\nDelivery and assessment arrangements:
\n\tUnit Order\tUnit code\tUnit name\tTime allocation
\n(e.g. days, hours, weeks, months)<\/p>\n
\nDelivery mode:<\/p>\n
Delivery venue details:<\/p>\n
Assessment methods:\t
\nAssessment tools: \t
\nEvidence gathering techniques:
\n\tKey codes: A = presentation B = oral questions C = written test
\nD = simulation test E = role play F= case study
\n \tUnit code\tUnit name\tA\tB\tC\tD\tE\tF<\/p>\n
\nDelivery and assessment staff:
\n(indicate with an X as to who will train and assess each unit)\tUnit\tStaff name\tTrain\tAssess<\/p>\n
\nAssessment Validation: \t
\nTransition requirements: \t
\nManager?s name:\t
\nDate approved:\t<\/p>\n
APPENDIX 2 – Scheduling and sequencing
\nDo not alter this Scheduling and Sequencing template.
\nSession number\tTime allocation \tSpecific learning outcomes\tContent\tDelivery method\tLearning activities\tResources
\nNumber the sessions\tSpecify an appropriate timeframe <\/p>\n
E.g. 4 hours, 1 day etc\tCopy and paste the units here ?\tCopy and paste the elements \tHow will the training program be delivered?<\/p>\n
Face to face?
\nClassroom?
\nCorrespondence?
\nOnline? \tList the types of learning activities that will be used for each section ?\tYou will need to identify the type of resources required to deliver the training. Be specific
\n(e.g. PowerPoint slides, videos, handouts, textbooks? )<\/p>\n
APPENDIX 3.1 – Contextualisation table
\nDo not alter this Contextualisation Table template.
\nOnly one unit\/module from the TAS needs to be contextualised<\/p>\n
Code and title:<\/p>\n
\nElements\tPerformance criteria \tHow it is contextualised?
\nList each element here \tList the corresponding performance criteria here \tYou must analyse the performance criteria and identify possible ways to customise the training program to benefit the learner.<\/p>\n
For example, allowing the learner to use workplace templates to complete a risk assessment report ?<\/p>\n
APPENDIX 3.2 – Foundation Skills
\nThis information can be retrieved from the unit of competency on www.training.gov.au
\nSkill \tPerformance Criteria \tDescription<\/p>\n
\nAPPENDIX 4 – Risk Control Plan
\nDescribe at least three (3) possible problems\/risks that could occur during the learning program.
\nDo not alter this Risk Control Plan template.<\/p>\n
Problem \/ risk\tRisk rating
\n(1 ? 5)\tLocation of the risk\tRisk treatment
\n(suggested)\tPerson responsible<\/p>\n
\nAPPENDIX 5 – Learning Program Review
\nDo not alter this Learning Program Review template.<\/p>\n
Stakeholder details\tFull name\tPosition\tIndustry Experience \tQualification\/s held<\/p>\n
Structure and Delivery
\nWas the selection of units appropriate for the purpose of the program?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Is the proposed delivery mode and arrangements appropriate for the target learners?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Evidence Gathering Techniques
\nIs there a suitable range of evidence gathering techniques to determine whether the learner has both the skills and knowledge to perform the job to a satisfactory level? Why or why not?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Do you believe the assessment methods and tools will be sufficient and adequate, to determine whether a learner has the knowledge and skills, to work competently within your organisation?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Course Scheduling and Sequencing
\nDo you believe enough time has been allowed for the learner to achieve a competent outcome in each unit of competency?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Has enough time has been allowed in the course schedule to successfully complete the assessment activities listed for each unit or module?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Contextualisation Table
\nWere there many opportunities to contextualise the unit of competency\/module to benefit the learner?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Support Services
\nAre there support services in place to meet certain learner needs?
\n\tYes\t\tNo\t
\nFeedback:<\/p>\n
Were reasonable adjustment options identified?
\n\tYes\t\tNo\t
\nFeedback:<\/p>\n
Risk Control Plan
\nDoes the risk control plan identify all possible issues or problems that may arise during the learning program? \tYes\t\tNo\t
\nFeedback:<\/p>\n
Delivery and Assessment Staff
\nDo the delivery and assessment staff hold the relevant qualification(s) required by industry to deliver and assess in this qualification?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Target Audience
\nIs the Training and Assessment Strategy relevant for the target learners?\tYes\t\tNo\t
\nFeedback:<\/p>\n
Participant 1\tPhone number\t
\n \tEmail address\t
\nParticipant 2\tPhone number\t
\n \tEmail address\t
\nParticipant 3\tPhone number\t
\n \tEmail address\t
\nWitness full name\t
\nContact details of the witness\tPhone number\t
\n \tEmail address\t
\nDate of review \t<\/p>\n","protected":false},"excerpt":{"rendered":"
TAEDES401A Design and develop learning programs & TAEDES402A Use training packages and accredited courses to meet client needs APPENDIX TEMPLATES Table of Contents APPENDIX 1 – Training and Assessment Strategy (TAS) 3 APPENDIX 2 – Scheduling and sequencing 8 APPENDIX Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-4004","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/4004","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=4004"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/4004\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=4004"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=4004"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=4004"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}