Course Content
Preparing to design a strategy for training and assessment
In the initial phase of training and assessment development, it is essential to establish clear objectives by consulting with relevant stakeholders (1.1). This involves identifying and documenting the specific characteristics of the target group, including their foundation skills and learning needs. Additionally, engaging with stakeholders to understand industry requirements is crucial. To meet the intended goals, one must carefully access, analyse, and select nationally recognised training products while ensuring alignment with the purpose and target group through consultation and confirmation.
0/4
Designing and developing a training strategy
In the second phase of training and assessment development, it's crucial to analyse selected nationally recognised training products to identify required skills and knowledge. Explore various options for designing a training strategy aligned with the purpose, target group, industry requirements, learning environment, training products, and provider. Determine the mode of delivery, entry requirements, and additional criteria. Estimate training duration, schedule sessions, and ensure comprehensive learning resources. Lastly, identify and confirm the availability of human and physical resources for training.
0/2
Designing and developing an assessment strategy
In the third phase of training and assessment development, a systematic approach is vital. Begin by analyzing the selected nationally recognized training products to pinpoint assessment requirements relevant to the assessment strategy design. Document various options for assessment strategy design that consider the training products, target group, industry requirements, assessment environment, and training provider. Identify and document the assessment methods to be used, estimate the time needed for assessment tasks, and integrate the assessment timing into the training schedule. Additionally, identify and document any necessary adjustments to assessments based on the characteristics of the target group. Ensure full coverage of unit competency requirements by identifying and documenting the assessment tools required. Finally, identify and confirm the availability of human and physical resources necessary for the assessment process.
0/4
Finalising a TAS
In the final phase of training and assessment development, collaborate with stakeholders to evaluate the strategy for training and assessment. Act upon the evaluation outcomes and thoroughly document any modifications made to the strategy, ensuring transparency and accountability. Confirm the finalised strategy, meticulously aligning it with legislative, regulatory, and organisational requirements to ensure compliance and effectiveness. This comprehensive approach ensures that the strategy is refined and optimised to meet the intended goals while adhering to all necessary standards and regulations.
0/1
TAEDES511 – Design and develop strategies for training and assessment
About Lesson

In this topic we’ll be focusing on the development of the training part of the strategy. Starting with clarifying the training products, and going from there. In doing so, we’ll be broadly addressing parts of questions 2 & 5. But be prepared to do some further online research to answer them completely.

National training products and packaging rules.

You should be somewhat familiar with this area, as it is covered in a lot of detail in the Certificate IV program. Essentially, when you access any qualification on training.gov.au (or TGA for short), you’ll be faced with the packaging rules that guide you in the selection of elective units or modules. You may wish to simply cut and paste this information into your TAS so readers don’t have to access TGA separately.

Entry requirements.

There are two parts to this heading. First is the concept of pre-requisites. A pre-requisite is a mandatory unit or license that the student must hold prior to commencing the training. Pre-requisites are listed clearly on TGA so you can simply include them directly into your TAS by pasting them in to this section. The second part of the entry requirements section is what the RTO believes is necessary to successfully participate in the program. Some RTOs require a full description of the LLN or ACSF levels listed here. Some may only require a summary of these. Again, LLN and ACSF levels were discussed in the Cert IV, but if you need to brush up on these concepts, follow this link to the ACSF. https://www.dewr.gov.au/skills-information-training-providers/australian-core-skills-framework/download-acsf

Clustering, single units and skill sets

If you’ve discussed the training needs with your client or industry representatives, then you’ll be aware of the extent of training they believe is required. Some may choose a single unit, often referred to as a micro-credential, that, upon completion, sees the student receive a statement of attainment, others may need a particular skill set that is made up of two or more units that meet a specific industry need. And finally, some may need a full qualification, where topics can be clustered together to deliver a more logical, cohesive and streamlined learning experience.

In your TAS, you can cluster units by selecting units that share knowledge requirements, or skills that may overlap or simply work well if taught together. You can then name the cluster or program area based on the common themes of the skills and knowledge taught. So, for example, the TAE Cert IV qualification has units relating to training preparation and design, training delivery and assessment. Therefore, the units are clustered into program areas and delivered in sections (or clusters) that step the student through each area in a logical way.

Modes of delivery

We’ve touched on delivery modes in topic one, so in your TAS, simply record the delivery modes that you’ll be using in your training. The options are face to face, online, and blended. Though you may wish to be more specific and state that the online component will be virtual Zoom sessions and that the face to face component will be conducted in the workplace and so on.

It’s rarely good enough to just list the three options. Always consider exactly how the delivery will take place and attempt to describe that as best you can to give the reader a good sense of what you’re aiming to achieve.

Sequencing training

Once you’ve clustered the units and decided on the delivery modes, you can start to plan the sequencing of your training. Sequencing is just another way of saying what you’ll be training and when. For example, many training programs start with introductions on safety or organisational policies, followed by some easier topics before heading into the more difficult skills or concepts.

Sequencing your training requires that you think critically about the topics and consider the order that would make the most sense, and potentially make it more digestible for your students.

As you’ll be considering things like practice activities, and maybe even assessments along the way, sequencing your training is usually done after you’ve planned your assessments. That’s why it appears near the end of your TAS document.