Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Purposemay be to:
implement a Training Package qualification
meet an identified client, industry or community need
provide learning pathways/career development
provide for apprenticeship/traineeship qualifications

settle in Australia
develop of English language, literacy and numeracy skills
meet regulatory requirements
Alearning strategymay apply to:
a nationally endorsed qualification from a Training Package or accredited course
a traineeship or apprenticeship
a course to be accredited with an AQF qualification outcome
Likely target groups and their needsmay include:
existing industry/enterprise employees
school leavers
new entrants to the workforce
apprentices/trainees
individuals learning new skills/knowledge
individuals seeking to upgrade skills/knowledge
individuals changing careers
unemployed individuals and groups
learners who have a disability, or are members of target groups such as Aboriginal and Torres Strait Islander communities
recent migrants
individuals/groups meeting licensing or other regulatory requirements
particular class of visa holder
Characteristicsof target groups may include:
level and breadth of work experience
level and previous experiences of formal education
skill/competency profile
socio-economic background
cultural background and needs
age
specific physical or psychological needs
motivation for learning
language, literacy and numeracy needs
learning styles and preferences
as determined by funding body, e.g. residence and length of time in Australia, length of time unemployed
specific levels of English language, literacy and numeracy skill as determined by initial assessment process
Qualification optionsmay include:
selecting a relevant qualification from an endorsed Training Packages
using the packaging guidelines of the Training Package to determine the final mix of units which form the qualification
selecting appropriate existing accredited courses
developing a new accredited course based on combining endorsed units from different Training Packages or developing new competency standards to meet the identified need
Relevant peoplemay include:
enterprise/industry clients
Industry Skills Councils
state/territory industry training advisory bodies
industry associations/employer bodies
trade unions
professional associations
universities
research agencies
regulatory/licensing authorities
subject or technical specialists/experts
previous clients
people working in the roles targeted by training
government agencies and departments, including:
OHS authorities
Department of Education, Science and Training (DEST)
Department of Immigration and Multicultural and Indigenous Affairs (DIMIA)
Qualification requirementsmay include:
relevant Training Package qualification or packaging rules
AQF guidelines for qualifications, including:
key features of each qualification
guidelines for each qualification title
national guidelines on cross-sector linkages
issuing a qualification
Australian Quality Training Framework (AQTF) Standards for State/Territory Registering/Course Accrediting Bodies
levels and aspects of communication of the National Reporting System (NRS)
Industry or organisation documentationmay include:
workplace policies and procedures
internal competency specifications
existing training or learner support materials
existing course information/curriculum
industry codes of practice, guidance notes and other industry information on hazard and risk control
business and risk management strategies
job descriptions
case studies
regulatory requirements related to the job, including licensing
outcomes of organisational training needs analyses
documented research relating to potential content
contextualisation rules of relevant endorsed industry Training Package/s
relevant Training Package noted support materials
Options for designmay include:
a learning framework that addresses each unit of competency separately unit by unit within the qualification
a learning framework that is based on clustering units into meaningful combinations to create an integrated learning framework for the qualification
a learning framework-based on building from less complex to more complex tasks/skills/knowledge learning objectives/outcomes
a learning framework designed around work structures, work organisation and work activities
project-based learning models
a learning framework built around synthesising knowledge and skill requirements across the qualification
an articulated approach
combinations of the above
Appropriate learning theoriesmay include:
behaviourist
social learning
discovery learning
cognitive learning theory
constructivist
situational
humanistic
action science
applied learning models
Instructional design principlesmay include:
presenting material in a logical order and sequence
presenting material in order of increasing difficulty
opportunities for review of material and repetition
the need for learner activity and interactivity
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
structuring the information effectively
application of adult learning principles
Content headingsmay separate learning into:
topics
subjects
modules
units
knowledge components
technical skill sets
work activities
the development of specific English language, literacy and numeracy skills
generic skills
Operating constraintsmay include:
budget
timelines
availability of support materials
nominal hours
human and physical resourcing requirements
occupational health and safety (OHS) requirements
Genericoutcomes may include:
spoken and written communication
team work
numeracy
problem solving
planning and organising work
use of technology
self-management
initiative and enterprise
how to learn
OHS
Pathwaysmay include:
entry and exit
prerequisites/co-requisites
access and equity
RPL/RCC arrangements
credit transfer arrangements
articulation with other qualifications
Appropriate delivery strategiesmay include:
the focus of delivery, for example:
groups of varying sizes
groups from single context/from multiple contexts
groups of similar educational/competency levels/groups with divergent educational/competency backgrounds
individuals

the context of delivery, for example:
in the workplace
in a simulated work environments
in the training room/classroom
in specialist environments - e.g. laboratory, computer room
through the Internet
at home
in a community setting

the mode of delivery, for example:
face-to-face
technology-based - electronic/computer-based/ online/audiovisual
experiential
distance resource-based
blended

delivery methods, including:
lock step/learner-paced/mixed
interactive/participative/collaborative
trainer/facilitator-centred/learner-centred
time and place dependent/independent
demonstration
instruction
presentations
guided facilitation
learning activity-based
guided work-based activities/applications/experiences
tutoring
project-based
individual facilitation techniques - coaching/ mentoring
blended delivery methods
Appropriate assessment strategiesmay include:
the identification and interpretation of competency standards/other criteria for assessment and for validation
application of Training Packages Assessment Guidelines
arrangements for recognition of existing competency (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements, where relevant
nominated quality assurance mechanisms
identified risk management strategies
Operational requirementsmay include:
infrastructure including facilities, plant/equipment
staffing requirements including number of full-time, part-time and sessional trainers/facilitators
other staffing needs including technical support, specialist and administrative personnel
copy/ies of relevant Training Package/s
learning resources
reference lists
Relevant criteriamay include:
Training Package requirements
accreditation requirements
curriculum design
OHS implications for delivering the learning strategy
Measuresmay include:
learner/participant feedback
feedback from clients and industry bodies
enrolments
completion rates
Statements of Attainment, competencies achieved, qualifications awarded
return business
development of language, literacy and numeracy skills as measured by the National Reporting System (NRS)

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed at least two learning strategies.
The learning strategies provided as evidence must: establish the learning context; identify learner and client needs; identify the units or other criteria which best reflect these needs; outline the learning framework which has been designed and sequenced to maximise learning; be logical, innovative and engaging to the learner group; identify the delivery and assessment arrangements; indicate pathways to, from and within the qualification; identify the operational resources needed to deliver the strategy; and provide a review process both before and after implementation.
Evidence Requirements
Required knowledge includes:
Training Packages, including:
range of current and relevant Training Packages
structure and definition of the endorsable components of Training Packages
content of Training Package/s relevant to learning strategy
availability of relevant noted support materials
relevant accredited courses
relationship to the National Reporting System (NRS)

AQTF including:
standards for Registered Training Organisations (RTOs)
standards for State and Territory Registering/Course Accrediting Bodies

AQF including:
key features of each qualification
guidelines for each qualification title
national guidelines on cross-sector links
issuing a qualification guideline for qualification title of the learning strategy
guidelines on cross-sector qualification linkages
industry and enterprise knowledge, for example:
the names of relevant industry associations and trade unions
the relevant ISC or state/territory authorities
particular industry or enterprise requirements relevant to the learning strategy
industry licensing arrangements (where relevant)
particular regulations and guidelines relevant to the learning strategy, e.g. immigration, labour market

a general knowledge of the main branches of adult learning theory, for example:
behavioural learning theory
information processing theory
cognitive learning theory
andragogy
vocational education and training pedagogy

learning principles, for example:
adults have a need to be self-directing
adults have a range of life experience which they can connect to learning
adults have a need to know why they are learning something and its benefits
training needs to be learner-centred to motivate adults
the learning environment encourages interaction

instructional learning design, including:
presenting material in a logical order and sequence
presenting material in order of increasing difficulty
opportunities for review of material and repetition
the need for learner activity and interactivity
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
structure of the information is clear, logical
assessment, including:
Training Package Assessment Guidelines requirements
AQTF requirements
the basis and rationale for different assessment methods appropriate to the learning strategy
assessment tool design

appropriate cultural sensitivity, for example:
organisation diversity policies
cultural learning styles, preferences and communication of the indigenous community
cultural learning styles, preferences and communication of other potential target groups
reasonable adjustment principles and practice

sources of information, for example:
National Training Information Service (NTIS)
vocational education and training national bodies - DEST; ISCs; National Centre for Vocational Education Research (NCVER); and Australian Qualifications Framework Advisory Board (AQFAB)
State and Territory Training Authorities (STAs) and agencies
regulatory agencies
professional associations

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
security of information
plagiarism
competency standards
licensing
industry/workplace requirements
duty of care under common law
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements
relevant OHS knowledge relating to the work role, and OHS considerations which need to be included in the learning strategy, including:
internal policies and procedures to meet OHS requirements
hazards commonly found in the work environment to which learning is related
Required skills and attributes:
literacy skills to:
read, interpret and analyse information
develop and revise the content
write the learning strategy in accordance with design requirements
document and record the strategy using appropriate computer software

planning skills to:
set timelines to develop the learning strategy
organise and structure the development process
identify the tasks to be undertaken
identify measures to monitor progress

research skills and techniques to gather and interpret information relevant to the content and development of the learning strategy, for example:
literature and web-based research
interviews
focus groups

communication skills to:
clearly articulate information
collaborate with others on the strategy development
get feedback on the strategy

interpersonal skills to:
manage conflict and problems
negotiate the strategy development
solve problems
Products that could be used as evidence include:
documented learning strategies
documented reviews of learning strategies
evidence of collaboration that took place during the strategy development
documentation analysing industry or organisational documentation
documentation outlining content research
Processes that could be used as evidence include:
how learner characteristics were researched, the methods used and why
how others were consulted to plan the strategy and why those people were selected
how Training Package qualification rules were interpreted or how learning outcomes were defined
how the learning framework was designed and the reasons for the approach adopted
why the content was sequenced in the proposed order
how reflection has been built into the learning design process and why it is important
Resource implications for assessment include:
access to industry/organisation documentation
access to relevant learner information
access to materials/information to support content outline of learning framework
time to achieve the unit and meet the evidence requirements
access to relevant persons
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:
a minimum of two examples of a learning strategy designed by the candidate with differentiated design structures in each that reflect the specific qualification requirements, client needs and contexts of application
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAADES401B Use Training Packages to meet client needs.
TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships
TAAASS501B Lead and coordinate assessment systems and services.