Course Title: Design and develop plans for vocational training
Part B: Course Detail
Teaching Period: Term1 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
Course Contact: Nathan Wilkinson
Contact Details:nathan.wilkinson@rmit.edu.au
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
This unit within the Certificate IV in Training and Assessment is clustered and co-delivered with TAEDEL411 - Facilitate vocational training and TAEDEL412 Facilitate workplace-based learning. This cluster provides skills and knowledge to prepare for and facilitate the vocational training of both individual learners and groups of learners. You will be required to plan for both classroom based facilitation and workplace-based learning. This unit applies to entry-level vocational education and training (VET) teachers and trainers who use facilitation and technical skills to facilitate learning in the workplace and classroom based on products that are nationally recognised or aligned with other recognised frameworks.
Throughout the session times; there will be an opportunity to participate and collaborate as a group; You will participate in learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, developing lesson strategies group discussions and working in groups. Other activities will include: online research, and reading articles provided by your trainer.
At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:
• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.
Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.
Teaching Schedule
This unit is co-delivered with TAEDEL411 - Facilitate vocational training and TAEDEL412 Facilitate workplace-based learning. Please refer to your timetable for class times and room allocation. It is expected that you attend all classes to get the best learning experience, and be assessed as competent for the unit. Please notify your teacher of an expected absence. While all course content will be delivered, the order and mode of delivery may change depending on the availability of specialist facilities and equipment. Please check Canvas regularly as any updates will be communicated by your teacher.
| Week 10 | 22-28 April |
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 | 29 April - 5 May |
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 | 6-12 May |
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 12 May 2024 at 11:59pm |
| Week 13 | 13-19 May |
Presentation in class to peers Task 3 |
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| Week 14 | 20-26 May |
Presentation in class to peers Task 3 |
Assessment Task Two Due Sunday 26 May 2024 at 11:59pm |
| Week 15 | 27 May - 2 June |
Presentation in class to peers Task 3 |
Assessment Task Three Due Sunday 2 June 2024 at 11:59pm |
| Week 16 | 3-9 June |
Presentation in class to peers Task 5 |
Assessment Task Six Due Sunday 9 June 2024 at 11:59pm |
| Week 17 | 10-16 June |
Presentation in class to peers Task 5 |
Assessment Task Four & Five Due Sunday 16 June 2024 at 11:59pm |
| Week 18 | 17-23 June | Marking & resubmission ONLY |
Learning Resources
Prescribed Texts
References
Other Resources
Electronic resources can be found in the Canvas Shell (Learning management system).
- Powerpoint presentations
- Assessment examples
- Weekly Modules
University Library
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Know How workshops
https://www.rmit.edu.au/students/study-support/workshops
The Study Support Hub One on One
https://www.rmit.edu.au/students/study-support/study-support-hub
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
A comprehensive assessment document with all requirements will be provided at the commencement of classes and uploaded to the Canvas shell. This section will just provide a high-level summary of the assessment tasks. The units within this program are delivered as a cluster and therefore the assessments will cover units TAEDEL411 - Facilitate vocational training and TAEDEL412 Facilitate workplace-based learning. Due dates for assessment tasks dependent on access to facilities and equipment may change. Please check Canvas regularly as any updates will be communicated by your teacher.
| Assessment Task One: Knowledge Questions | You will be required to answer a series of questions to demonstrate your knowledge to design, develop and facilitate vocational training both in a classroom setting and workplace. |
| Assessment Task Two: Design and develop plans for vocational training (1) | Within this assessment task you are required to design a vocational training plan for a group, then develop three consecutive sessions from the plan. |
| Assessment Task Three: Facilitate vocational training for a group | Using assessment task two you will be required to deliver your three sessions face to face 30 minutes each (90 minutes total). |
| Assessment Task Four: Design and develop plans for vocational training (2) | This assessment task you are required to plan another 3 consecutive sessions from a vocational training plan. This assessment task has the same approach as assessment task two. |
| Assessment Task Five: Plan and facilitate workplace-based learning | You will be required to plan, facilitate and review workplace-based learning for one (1) learner. Your workplace-based learning plan must include 3 x 30-minute face-to-face sessions that you will facilitate with your learner. |
| Assessment Task Six: Tailor workplace-based learning plans | Tailor the workplace-based learning plan that you developed for DEL Task 05, on 2 separate occasions, for 2 learners whose work contexts, characteristics and needs differ from each other and from your learner in DEL Task 05. You are not required to facilitate these workplace-based learning plans. |
Assessment Matrix
A detailed assessment matrix can be found in the Canvas shell, and provided on request by the Program Coordinator.
Other Information
Attendance
Your course involves participating in either face-to-face or online classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.
Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.
Special Consideration
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension; for further information see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work.
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment.
For further information about special consideration see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assess
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For further information see https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
RMIT Sustainability Commitment
In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.
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