Version control & document history

 

 

 

 

 

 

Subject 1

Design Cluster

Part A

 

Version 2.0 | Produced 23 June 2021

Copyright © 2021 Inspire Education. This document was developed by Inspire Education and has been edited and contextualised by Inspire Education RTO 32067 for its student cohorts under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of Inspire Education.

 

Version control & document history

 

Date Summary of Modifications Version
23 June 2021 Version 2 final produced for Inspire redevelopment 2.0

 

 

TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in Acrobat, you will be directed to the page after clicking on a heading. If you have this document open in Word, you will need to hold down Ctrl (for Windows) or Command (for Mac) as you click on the heading for the link to work.

COVER SHEET. 4

INTRODUCTION. 5

Context for Assessment 5

Unit/s of Competency. 5

Assessment Types. 7

Assessment Workbook Series. 8

Resources Required for Assessment 9

ASSESSMENT. 10

Part A Overview.. 10

Intranet Pages and External Links. 10

Knowledge Questions. 11

Evidence Checklist 40

SUBMISSION GUIDE. 41

FEEDBACK. 42

 

COVER SHEET

WORKBOOK: Subject 1
TITLE: Design Cluster
FULL NAME: Michelle Sharma
PHONE: 0433899924
EMAIL: [email protected]
 
Please read the Candidate Declaration below, and if you agree to the terms of the declaration, sign and date in the space provided.
By submitting this work, I declare that:

·         I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

·         I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook.

·         I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

·         This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

·         I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name: Michelle Sharma Signature: Date:

 

 

INTRODUCTION

Context for Assessment

Unit/s of Competency

The units of competency state the standards of performance required in the workplace. This assessment addresses the following units of competency:

 

TAEDES401 – Design and develop learning programs

  1. Define parameters of the learning program.
  2. Work within the vocational education and training (VET) policy framework.
  3. Develop program content.
  4. Design the structure of the learning program.

 

TAEDES402 – Use training packages and accredited courses to meet client needs

  1. Select appropriate training package or accredited course.
  2. Analyse and interpret the qualifications framework.
  3. Analyse and interpret units of competency and accredited modules.
  4. Contextualise units and modules for client applications.
  5. Analyse and interpret assessment Marking Requirements.

This subject also partially addresses the requirements of:

TAELLN411 Address adult language, literacy and numeracy skills

  1. Analyse LLN requirements.
  2. Select and use resources and strategies to address LLN skill requirements.
  3. Use specialist support where required.
  4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements.

 

For complete copies of the above units of competency:

Download them from the TGA website:

https://training.gov.au/Training/Details/TAEDES401

https://training.gov.au/Training/Details/TAEDES402

https://training.gov.au/training/details/TAELLN411

 

Assessment Types

Students need access to their learning materials and the Internet to perform the assessment activities. They may complete their requirements at home or at their chosen place of study.

 

This subject is divided into the following assessment activities:

  1. Knowledge Assessment – Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the unit of competency included in this subject.
  2. Practical Assessment – Tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant units.

 

 

Assessment Workbook Series

There are three (3) assessment workbooks for this subject – A, B, and C.

 

A
This Workbook is Part A:

This workbook contains the Knowledge Assessment. The Part A workbook focuses on the essential knowledge required for the unit included in this subject.

B
Workbook Part B:

This workbook is Project 1 of this subject’s Practical Assessment.

The Part B workbook contains assessment tasks about completing Work Role LLN Evaluation, Training Needs Analysis and learning programs for your clients.

C
Workbook Part C:

This workbook is Project 2 of this subject’s Practical Assessment.

The Part C workbook contains assessment tasks about preparing a training needs analysis for a marketing officer and developing a learning program for group-based delivery that meets your client’s needs as described in the project scenario.

 

 

 

 

Resources Required for Assessment

Inspire Education to provide:

  • Templates needed for tasks such as survey forms and report template.
  • Case studies and simulations
  • Information about work activities

 

 

You will need access to:

  • Office equipment and resources
  • Computer with internet access
  • Word processing computer program that can save and edit these file types:
    • MS Office Word file formats (documents)
    • PDF file format
  • A video recording device
  • Workplace-specific tools, equipment, materials and industry software packages (where applicable)

 

 

 

ASSESSMENT

Part A Overview

This workbook contains the Knowledge Assessment. You will encounter activities and questions requiring creative and analytical thought. You must answer all questions using your own words. Refer to your learner guide and other relevant resources and learning materials to complete this assessment.

 

Understand and follow each step in this workbook. Complete all the requirements and use the submission guide to ready your files for grading.

 

Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and/or external links. These intranet pages and external links are formatted in Blue Underlined Text, or sometimes, these may be indicated by pictures and icons.  Hold the Ctrl key (for Windows) or the Command ⌘ key (for Mac) as you click on the text or icon to activate the link.

 

Knowledge Questions

1.    Select four (4) statements that are true about Australian Qualifications Framework (AQF) guidelines.
 
      i.        The AQF provides the standards for Australian qualifications, comprising of the learning outcomes for each AQF level.
    ii.        The AQF has seven (7) AQF qualification levels.
   iii.        The AQF lists the requirements for the issuance of AQF qualifications.
   iv.        The AQF Qualification Types enclosed in the AQF are further defined by the learning outcomes, knowledge, and skills students are expected to have upon completing their coursework.
    v.        The volume of learning is 3 – 4 years across all AQF levels.
   vi.        The AQF Levels describe the complexity, depth of achievement and autonomy required to achieve a qualification at each level.

 

2.    Match the following AQF levels/types to their correct characteristics/overview.

 

A.   Level 1 – Certificate I

B.   Level 3 – Certificate III

C.   Level 4 – Certificate IV

D.   Level 7 – Bachelor’s Degree

 
AQF Qualification Characteristics/Overview
D       i.        Graduates at this level will have well developed cognitive, technical and communication skills to select and apply methods and technologies to analyse and evaluate information to complete a range of activities.
C     ii.        Graduates at this level will have a broad range of cognitive, technical, and communication skills to select and apply a range of methods, tools, materials and information to complete routine and non-routine activities.
A    iii.        Graduates at this level will have foundational cognitive, technical and communication skills to undertake defined routine activities.
B    iv.        Graduates at this level will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials, and information to complete routine activities.

 

 

3.    List down at least two (2) roles, functions or responsibilities for each key VET organisation listed below.

 

VET organisation Roles, Functions or Responsibilities
Australian Skills Quality Authority (ASQA) One role of The Australian Skills Quality Authority (ASQA) is they ensures the quality of VET providers, accredited courses, Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) and English Language Intensive Courses for Overseas Students (ELICOS) providers.
ASQA also regulates RTOs in the  States and Territories of ACT, NSW, NT, SA, QLD, and TAS. In the States of VIC and WA,
Australian Industry Skills Committee (AISC) The AISC Oversees the process for development and approval of accredited training
The AISC coordinates industry engagement through CISC meetings
Skills Services Organisations (SSOs) SSOs specialise in different industry sectors and provide support to several IRCs
(SSOs) are independent    professional  service organisations that support IRCs (and TACs) by providing them with advice, funding, assistance with training package development and a range of back-office services.
Industry Reference Committees (IRCs) IRCs provide expert feedback and advice to the AISC through their industry experience or by engaging with other industry stakeholders through their Skills Service Organisations (SSOs).
IRCs can also establish and conduct activities through Technical Advisory Committees (TACs).

 

4.    Match the following key VET organisations to their correct roles:

 

A.   Council of Australian Governments (COAG)

B.   Australian Skills Quality Authority (ASQA)

C.   Australian Industry Skills Committee (AISC)

D.   Skills Services Organisations (SSOs)

E.   Industry Reference Committees (IRCs)

 
AQF Qualification Description
E i.              Review and develop training packages.
A ii.            Provides opportunities for coordination and between Australian governments.
B iii.           Accredits VET courses.
C iv.           Establishes industry-led leadership in the VET sector.
D v.            Access points for individuals who want to participate in the process of training package development.

 

5.    Match the following dimensions of competency to their correct definitions:

 

A.   Task Skills

B.   Task Management Skills

C.   Contingency Management Skills

D.   Job/Role Environment skills

 
Definitions
D       i.        Involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.
B     ii.        Managing multiple tasks at the same time to complete a whole work activity.
A    iii.        Completing an individual task to an expected standard within the workplace.
C    iv.        Responding to problems or issues that arise in the workplace or while completing a task.

 

6.    Access the Accredited Course Template from ASQA by clicking this link. Complete the first column of the Accredited Course template with the proper terms.

 

Use the link as a reference, and you may also refer to the box below for a list of choices for answers.

Copyright and course classification information
·         AVETMISS Information ·         Address ·         Copyright Acknowledgement
·         Type of Submission ·         Course accrediting body ·         Licensing and franchise
·         Period of accreditation    
 
Section A:  Copyright and course classification information r
1.    Person in respect of whom the course is being accredited Provide the name of the legal entity or individual who is the Copyright Holder of the course being submitted for accreditation.
Address rProvide street, postal and email address of the Copyright Holder.
Type of submission Initial accredited/ Renewal of accreditation
Copyright Acknowledgement Enterprise units:

If units have been developed for inclusion in the course, provide copyright details.

 

Training package units

If units of competency have been imported from training packages, the following text must be included:

The following unit (s) of competency:

·         [code and title]

·         [code and title]

·         [code and title]

·         [code and title]

are from the [title] Training Package administered by the Commonwealth of Australia.

© Commonwealth of Australia

 

Units from other accredited courses

If units of competency have been imported from another accredited course, provide copyright details.

Licensing and franchise

 

Contact details for any license or franchise requirements

If this course may be used under license or franchise, include contact information for parties seeking information about a license/franchise arrangement.

 

Example:

[Course owner] will establish licensing or franchising arrangements with interested parties and reserves the right to levy a licensing or franchising fee. Information on such arrangements can be obtained from [name and contact details].

 

If not license or franchise requirements apply, include the following statements:

There are currently no licensing or franchising arrangements in place for this course.

Course accrediting  body The Australian Skills Quality Authority (ASQA)

 

AVETMISS Information

 

Provide AVETMISS classification codes that describe the industry, occupational group and field of education for the course.

ANZSCO Code – 6 digits
[Australian and New Zealand Standard Classification of Occupations]
Insert code and description
Example:

232111 Architect

 

ANZSCO codes can be found at:

(link)

ASCED Code – 4 digits
[Field of education]
Insert code rand description

Example:

0401 Architecture and Urban Environment

ASCED codes can be found under the heading education/broad and narrow fields at:

(link)

National Course Code For ASQA use only – do not enter data in this field.
Period of accreditation For ASQA use ornly – do not enter date in this field.

Note: For renewal applications, the accreditation commencement date will be the day after the current course expires.

 

7.    Select three (3) statements that correctly describe the format and structure of units of competency.
 
  1. The assessment requirement is composed of a code, title, prerequisite, and elements.
  1. Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.
  1. Each unit of competency must be uniquely identified by the combination of its code and title.
  1. The unit of competency contains the qualification code, qualification title, and qualification description.
  1. Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.

 

 

8.    Select three (3) performance standards and criteria other than training packages, which can also be used as the basis of learning programs.
 
        i.        Accredited courses
       ii.        Industry standards
      iii.         Standards for Registered Training (RTOs) 2015
      iv.        ACSF guidelines

 

9.    Select three (3) statements that accurately describe the functions of training packages and accredited courses as benchmarks in a competency-based VET training and assessment system.
 
       i.        Training packages set out the competencies but do not prescribe how the training should be delivered
      ii.        Training packages and accredited courses outline competency standard benchmarks for training and assessment.
     iii.        Training packages and accredited courses detail the requirements for assessors in competency-based assessment.
    iv.        Training packages and accredited courses provide RTO’s with assessment instruments (e.g. projects, exams) for training and assessment.

 

10. Select four (4) processes that are followed in analysing and using competency standards for a range of applications and purposes in meeting the needs of a diverse range of VET clients.
 
       i.        Conducting a training needs analysis (TNA) to identify learning gaps.
      ii.        Gathering information from clients regarding desired learning outcomes.
     iii.        Gathering information about their education and work backgrounds, such as curriculum vitae and position descriptions, to identify any needed skills training.
    iv.        Source and use any generic resources found online to meet different client needs.
     v.         Examining the dimensions of competency (tasks skills, task management skills, contingency management skills, and job or role environment skills)

 

 

11. Match each terminology used in training packages and accredited courses to their correct definitions.

 

A.   Accredited course

B.   Accredited unit

C.   Competency standards

D.   Foundation skills

E.   Assessment strategy

 
Definitions
 
  1. A structured sequence of vocational education and training accredited by a state or territory course accrediting body leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment.
 
  1. Define the requirements for effective workplace performance in a discrete area of work, work function, activity or process.
 
  1. A single component of a qualification, or a stand-alone unit, that has been accredited by the same process as for a whole AQF qualification, also referred to as “module.”
 
  1. The combination of English language, literacy and numeracy skills and employability skills required for participation in work, the community and education and training.
 
  1. Describes how it effectively judges participants’ achievement of the outcomes.

 

12. Which three (3) of the following parts of the training package below can be contextualised to suit the needs of clients?
 
Parts of the Training Package
  1. Units of competency
  1. Performance criteria
  1. Competency outcomes
  1. Entry requirements
  1. Assessment conditions

 

 

13. Match the following endorsed components of training packages to their corresponding roles.

 

A.   Qualifications

B.   Units of competency

C.   Assessment requirements

D.   Credit arrangements

 
Roles of endorsed components of training packages
 
  1. They specify the standards of performance required in the workplace and describe the work outcomes and skills required by the industry.
 
  1. They specify the arrangements that exist between training package qualifications and higher education qualifications.
 
  1. They specify the core and elective units of competency that are combined into meaningful groups to meet workplace roles and align to vocational qualification levels identified in the Australian Qualifications Framework (AQF).
 
  1. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.

 

 

14. Match the following endorsed components of training packages to their corresponding purpose.

 

A.   Qualifications

B.   Units of competency

C.   Assessment requirements

 
Purpose of endorsed components of training packages
 
  1. To provide a benchmark for the skills and knowledge a person must be able to demonstrate to meet competency.
 
  1. To provide a standard level of knowledge and skills required in the industry for each AQF level.
 
  1. To provide guidance on the industry’s preferred approach to the assessment of required knowledge and skills relevant to the unit.

 

 

15. Select three (3) statements that are true about the Standards for Training Packages.
 
  1. Standard 4 of the Standards for Training Packages state that units of competency specify the standards of performance required in the workplace.
  1. The purpose of the Standards for Training Packages is to ensure that Training Packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.
  1. Quality assured companion volumes are components of training packages, as per Standard 1 of Standards for Training Packages.
  1. According to the standards, training packages must have ten (10) components.
  1. Standard 12 of the Standards for Training Packages states that training packages are composed of components endorsed by the Australian Skills Quality Authority (ASQA).

 

 

16. Select three (3) relevant sources of information about training packages.
 
  1. training.gov.au
  1. Skills Services Organisations (SSOs)
  1. myskills.gov.au
  1. Job portals and advertisements
  1. National Skills Standards Council (NSSC)

 

17. Select the three (3) non-endorsed components of training packages.
 
  1. Skillsets
  1. Companion volumes
  1. User guides
  1. Units of competency
  1. Assessment requirements

 

 

18. The following are statements about the distinction and relationship between training package and accredited course and learning strategy and learning program.

 

Write T if the statement is True and F if the statement is False.

 
       i.        Training packages and accredited courses are both nationally-recognised and subject to the quality and regulatory frameworks.
      ii.        Training Packages are developed by industry through IRCs and SSOs with vocational skills and outcomes in mind. Accredited Courses can be developed by anyone so long as it doesn’t overlap with existing courses or Training Packages and might not necessarily have vocational outcomes.
     iii.        Learning plans are documents that help trainers to create cohesive and integrated learning processes for their learners. Learning strategies are detailed documents that outline the different processes that an RTO will follow in delivering a Training Package or Accredited Course within their scope
     iv.        Learning programs and learning strategies always include information about a whole Qualification or Accredited Course.
      v.        Courses cannot be accredited if they cover qualifications or skill sets that are already addressed by a nationally endorsed training package.

 

19. Select three (3) statements that are accurate about the purpose of learning programs.
 
  1. Learning programs are used to develop vocational competencies or skills.
  1. Learning programs are used to meet industry standards, legislation, licensing, or registration requirements, or the requirements of a funding body.
  1. Learning program is used to determine the knowledge and skills of the trainer delivering the program.
  1. Learning programs are used to address gaps between a learner’s knowledge and skills and competency standards.

 

20. Select three (3) options that are included in the focus of learning programs.
 
  1. Professional development
  1. Workplace-based learning
  1. Trainer feedback
  1. Vocational learning

 

21. Select three (3) statements that are correct about instructional design principles relating to different design options for learning program design and structure.
 
  1. Prioritise selecting appropriate learning materials and contents that can be practically delivered.
  1. Make sure that the contents suit the agreed outcomes of the program and the learning styles of the target group.
  1. Focus only on third-party reports from learner’s nominated observers.
  1. Structure your learning program to meet any delivery and time constraints.
  1. All assessment activities should require supervision.

 

22. Identify two (2) possible sources of learning and assessment materials.

 

 

23. Identify two (2) types and two (2) sources of pre-developed activities which you can use in designing and developing learning programs.
 
  1. Type:
   
  1. Source:
   

 

24. Outline the methodology for the following:
 
  1. Methodology for developing new learning activities:
 
  1. Methodology for developing related learning materials:
 
  1. Methodology for documenting learning activities and related learning materials:
 

 

25. List three (3) modes and three (3) methods of delivering learning programs.
 
  1. Modes of delivery:
a.  
b.  
c.  
  1. Methods of delivery:
a.  
b.  
c.  

 

 

26. The following statements are about policies, legal requirements, commonwealth legislation, codes of practice and national standards that impact training and assessment in the VET sector.

 

Write T if the statement is True and F if the statement is False.

 
          i.        The Fit and Proper Person Requirements only apply to the executive officer of the applicant for registration as an NVR registered training organisation.
         ii.        The Australian Skills Quality Authority (ASQA) is the national regulatory body that ensures the quality of VET Providers, Accredited Courses, CRICOS and ELICOS providers. It was established under the National Vocational Education and Training Regulator Act 2011.
        iii.         The VET Quality Framework (VQF) is the set of nationally agreed quality assurance arrangements for training and assessment services delivered by training organisations.
        iv.        Compliance with the Standards for Registered Training Organisations (RTOs) 2015 is a requirement for all ASQA registered training organisations and for applicants seeking registration.
         v.         ‘How to manage work health and safety risks’ is a Code of Practice.
        vi.        The Vocational Education and Training Act 1996 is the state legislation for VET in Western Australia
      vii.        The Vocational Education and Training (Commonwealth Powers) Act 2010 is the state legislation for VET in Queensland.

 

27. Select three (3) options that are part of your duty of care relating to work health and safety as relevant to your role in designing learning programs.
 
  1. Collaborating and communicating with others to identify and manage potential hazards of the learning program.
  1. Assessing risks posed by potential hazards of the learning program.
  1. Deciding on controls that will be implemented to reduce or eliminate the likelihood of an incident once training begins.
  1. Ensuring that at least one of the training participants is certified to administer first aid.

 

 

28. Consider an industry or a workplace setting and a work role you are familiar with.

28.1.    Describe the WHS risks associated with working in this industry and work role.

28.2.    Discuss WHS considerations that you will need to incorporate if you will be assigned to design a learning program for this work role and industry.

 

Guidance: Sample responses have been provided for your reference.

 
  Sample responses: Your responses:
Industry Individual Support  
Job Title Aged care worker  
Associated WHS risks Workers in this industry are commonly exposed to manual handling hazards, infections, etc.  
WHS considerations that must be incorporated if you are to design a learning program for this industry When designing a learning program for aged care workers, ensure that the learning program includes requirements for first aid to be readily available during training  

 

29. List two (2) examples of critical LLN skills essential to workplace performance in the Training industry.

 

LLN Skill

Details

Details Workplace Performance
  Guidance: Write specific tasks demonstrating the LLN Skill.

 

Guidance: Example of how the skill relates or applies to the workplace.

 

     

 

 

30. List two (2) examples of cultural sensitivities and two (2) examples of social sensitivities relevant to communicating with individuals who are identified as requiring LLN support:
 
  Example 1 Example 2
  1. Cultural Sensitivities
 

 

 

 

  1. Social Sensitivities
 

 

 

 

              


31. Identify and explain two examples of techniques used for evaluating your own training and assessment practices.
 
Techniques Explanation
 
 

 

32. Identify two (2) sources of resources, strategies, and LLN support available in your training organisation, and provide a procedure for accessing each source.
 
  Source: Procedure for accessing the source:
LLN Resources a.  
b.  
Learning Strategies c.  
d.  
LLN Support e.  
f.  

 

 

 

 

Evidence Checklist

Make sure that you have everything listed below. Use the tick boxes to help you mark files ready for submission.

 

Task # Evidence Completed
KA Part A Workbook (Last name_First name_Part A)

 

Reminder:

Submit the completed workbook. Follow this filename format:

[last name]_[first name]_Part A

 

 

End of Assessment

 

SUBMISSION GUIDE

 Congratulations!

 

Before submitting your assessment:

  1. Ensure that you have completed every workbook question.
  2. View the Submitting An Assessment
  3. Prepare your file for submission.

 

Once you have submitted an assessment for grading, you can start on the next workbook. Take note that outcomes from this workbook may affect succeeding tasks, so ensure that you apply relevant assessor feedback as you move forward.

 

 

FEEDBACK

Inspire Education is committed to ensuring you get the most out of your student experience with us. Part of your Learning Journey is the use of our contextualised learning materials and assessment workbooks. We would love to get your feedback on how this material worked for you.

 

 

 

 

 

End of Document