The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.

1. At the end of this session, we would like to
have achieved the following 2 objectives:
 OBJECTIVE 1: To get a better understanding
of the important content elements contained
in the units TAEDES401A & TAEDES402A
 OBJECTIVE 2: To focus on the assessment
requirements in the assessment workbooks
for these 2 units

2. 10 Units ( 4 Assessment Workbooks)
 DES units : TAEDES401A, TAEDES402A
(Clustered)
= Design & Develop a Learning Program
 DEL units: TAEDEL301A, TAEDEL401A &
TAEDEL402A (Clustered)
= Delivery of Learning Programs in the workplace
(practical assessments)
 ASS units:
TAEASS301B,TAEASS401B,TAEASS402B,
TAEASS502B, (Clustered) & TAEASS403B,
= Applying assessment, review, improve (practical
assessments)

3. • This is COMPETENCY based
training!!!! You CANNOT fail the course
• Use past experience when answering
questions
• Use common sense – put your trainer’s
hat on!

4.  Accredited Course (registered on
www.training.gov.au - previously NTIS)
 Australian Qualification Framework
(www.aqf.edu.au) = AQF levels TAEDES401A =
Certificate IV)
 Training Package: TAE10
 Unit of Competence: TAEDES401A (unit code,
title, descriptor, version)
 Bold, italic words in Performance Criteria =
Range Statement

5. Element : Define the parameters of the learning
program (Element 1, TAEDES401A)
 Performance Criteria: 1.4 Identify and consider
characteristics of the target learner group
 Required Skills & Knowledge: (see information in
unit of competence)
 Pre Requisites: (see information in unit of
competence)
 Range Statements: (see information in unit of
competence)
 Evidence Guides; Critical aspects: (see information
in unit of competence)

6. TAE10(TP) TAE40110(QUALIFICATION)
UNITS OF COMPETENCE (10)
UNIT OF COMPETENCE =
UNIT ELEMENTS & PERFORMANCE CRITERIA (PC),
SKILLS, KNOWLEDGE, EMPLOYABILITY SKILLS
CERTIFICATE = STUDENT IS ASSESSED AGAINST
PC VIA ASSESSMENT TOOLS (ASSESSMENT
ACTIVITIES) C/NYC

7.  www.training.gov.au
For all training information
 www.aqf.edu.au
AQF Levels
 AQTF
AQTF Essential Conditions and Standards for
Continuing Registration
AND....use your STUDENT RESOURCES (Student
Handbook, Assessment instructions, templates)

9. DESIGN
PLAN
DELIVER
ASSESS
REVIEW
IMPROVE KNOW YOUR
LEARNER!!!!!

10. Learning Styles Quiz
Take a moment to complete the learning styles
questionnaire that I will link you to
http://www.businessballs.com/freepdfmaterials/vak_
learning_styles_questionnaire.pdf
It consists of thirty multiple choice questions which
will help determine what you preferred learning
style is. This will help you to find effective ways to
improve the way that you learn
 Begin quiz

11. 1. What kind of learning style are you?
2. What kind of learning resources will
best suit your style?

12. Visual – need to see body language
and expression to fully understand,
learn best from visual displays, like
to take detailed notes
Auditory – Like verbal lectures, like
to verbally interact with others and
find underlying meanings of speech
through listening, benefit from
reading out loud or recording their
notes
Kinaesthetic – Learn best from the
hands on approach, they have a
need to create and explore and get
bored if sitting for long periods of
time

13. Why is it important to know learner’s LEARNING style?

14. LEARNER’S NEEDS
TRAINING RESOURCES
DELIVERY METHODS/
STRATEGIES
ASSESSMENT METHODS
& TOOLS

15. CHOOSE ASSESSMENT TOOLS THAT MATCH LEARNER’S
NEEDS :
Group Exercise
Role Play
Presentation
Discussion
Questionnaires
Quiz
Observation Checklist
Short Questions
Case Studies
Demonstrations
Exams?

16. CHOOSE ASSESSMENT TOOLS THAT MATCH
LEARNER’S NEEDS :
• Face-to-Face
• Distance
• Blended
• Coaching/mentoring on the job
• Online
• Workplace projects
(TAEDES401A Learner Guide p 57)

17. PARAMETERS OF THE LEARNING PROGRAM
Foster and promote an INCLUSIVE LEARNING CULTURE
What does INCLUSITIVITY mean?

18. SO WHAT IS INCLUSIVITY?
 Recognition of diversity
 Individuals rather than a homogeneous group
 Valuing uniqueness
 Valuing interests, experiences, abilities,
insights, needs, cultural and ethnic
backgrounds, learning styles, etc.
 LLN needs (Linguistic, Literacy and Numeracy)
So – RECOGNISES ALL SPECIAL NEEDS

19.  What do you think the term LLN stands for?
(Learner Guide TAEDES401A p. 23)
Strategies to deal with these issues (Learner
Guide TAEDES401A p. 23)

20. Is that everyone learns in a different way, that’s
why promoting and fostering an ‘inclusive’
learning environment is important because it
allows each individual the chance for success in
their learning.

21. Refer to your AQTF copy and identify the AQTF standard that
talks about equity

22. AQTF Standard 2 : The RTO adheres to
principles of access and equity and maximises
outcomes for its clients
AQTF Essential Conditions and Standards for
Continuing Registration

23. What sort of strategies might this include?

24. Identifying Risks
Identifying Hazards
Useful websites:
www.deewr.gov.au (Department of Employment,
Education and Workplace Relations)
www.nohsc.gov.au National Occupational Health and
Safely Council

25. A hazard is something with the potential to
cause harm

26. Risk is the likelihood that a harmful
consequence might result when exposed to a
hazard

27. Identify the potential hazards in the training environment in
the next slide

29.  Duty of care is a broad ranging legal
principles
(Learner Guide TAEDES401A p. 68)
 As trainers we have a DUTY OF CARE
towards our students – includes legal
obligations as in:
 AQF
 AQTF Conditions & Standards
 Company Policy & Procedure Manuals

30. TRAINING PLAN INCLUDES:
1. Unit Code and outcomes
2. Learning Outcome/Objective = SMART
principle
3. Learner’s characteristics
4. Training Content
5. Delivery Methods/Strategies (TAEDES401A
Learner Guide p 57)
6. Assessment methods/tools/instruments

31. S = Specific
M = Measurable
A = Achievable
R = Relevant
T = Timely
A = Aligned, Applicable
Example: By the end of tonight (= timely) you will have an understanding of the
learning outcomes of the unit TAEDES401A (= specific, relevant & applicable) to
assist you with completing activity 1 – 7(= measurable)
(Learner Guide TAEDEL401A, pp 27 – 28)

32. ONE DAY DELIVERY SESSION!!!!
KEEP IT SIMPLE!
REMEMBER TO FOLLOW STEPS FOR DELIVERING/
A SESSION (PLAN – DELIVER – ASSESS – REVIEW)
INCLUDES BREAKS!!
INCLUDES INTERACTIVE ACTIVITES (E.G. GROUP
ACTIVITY)
REMEMBER SUMMARY/CONCLUSION AT END
HINT – THINK OF A WORKSHOP YOU HAVE
ATTENDED RECENTLY

33. PROFESSIONAL
PRESENTABLE
COVER ALL THE POINTS IN ASSESSMENT
QUESTION!

34. PART 2
 Your task now is to choose ONE(1) unit of competence from a
Nationally Accredited Training Package and create a ONE (1) days
training for your client.
 In the DEL units of this course, you are going to deliver a 30
minutes session and a 60 minutes session based on your learning
program that you are developing now. So, it is important that you
decide on a unit that will be relevant to your workplace. If you
need to discuss this with your trainer, please contact us.
 Activity : Choose one unit of competence and develop the
following documentation.
 Training Package Name and Code:
______________________________________________
 Unit of Competence Code and Name:
____________________________________________
Use www.training.gov.au website

35. Remember to quote the exact numbering and
wording of the performance criteria.
EXAMPLE:
TAEDES401A: Performance Criteria: 1.4 Identify and
consider characteristics of the target learner group

36. Modifying the training to fit the workplace
while still adhering to the packaging rules
(TAEDES402A Learner Guide, pp 41 – 43)

37.  Task Skills – Ability to perform individual tasks
 Job/role environment skills- deal with responsibilities and
expectations of the work place, including working with
others
 Task Management skills- Ability to manage a number of
different tasks/operations and activities within the job role
 Transfer skills- Apply skills in different environments and
situations
 Contingency Management Skills- ability to respond to
irregularities and breakdowns in routine.

38. 1. Design, develop and review learning
programs to meet an identified need for
a group of learners - skills and
knowledge needed to identify the
parameters of a learning program
2.Skills and knowledge required to use
training packages and accredited
courses
3. Knowledge of Units of Competence,
AQF & AQTF

39.  Please feel free to ask any questions you might
have about the content of this session or anything
else relating to your course
Emailing queries to:
maggieg@linemanagement.com.au
ALWAYS quote your query as follows:
 Unit code: for example TAEDES401A
 Activity and page number: for example 2.1 on
page 8
 Version number of Assessment workbook: (in foot
note of document) for example V2 January 2011

40. Complete assessment activities →submit →
feedback → confidence → succeed!
ALL THE BEST WITH STUDIES !