Recent Question/Assignment

Clustered Project Assessment (Event 3 of 4)
Name of the cluster
Design (Cl_Design)
Unit code, name and release number
TAEDES401 Design and develop learning programs (Release 2)
TAEDES402 Use training packages and accredited courses to meet client needs (Release 2)
Qualification/Course code, name and release number
TAE40116 Certificate IV in Training and Assessment (Release 2)

Version: 20210120
Date created: 31/10/2018
Date modified: Region to insert date if assessment modified
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RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2020, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is correct at time of printing: 13 September 2021. For current information please refer to our website or your teacher as appropriate.
Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview The objective of this clustered assessment is to assess your knowledge in the following units:
• TAEDES401 Design and develop learning programs
• TAEDES402 Use training packages and accredited courses to meet client needs
As would be required to conceptualise and design learning programs to meet an identified need for a group of learners.
This is the first of two learning programs you are required to create based on competency standards or accredited courses covering an entire unit of competency.
Note: Each learning program you develop must be for a different unit of competency or accredited course module and be designed to reflect different needs, contexts and timelines.
Assessment Event number 3 of 4
Instructions for this assessment This is a clustered project-based assessment and it will be assessing you on your knowledge and skills in all of the units listed in this assessment.
This assessment consists of one part:
Part 1: Design a learning/training program
This assessment also contains:
Assessor Observation Checklist.
If required, discuss with your assessor strategies to identify and approach an organisation for this project.
Submission instructions On completion of this assessment, you are required to submit this assessment by uploading it to the unit assessment page in the learning platform.
It is important that you keep a copy of all electronic assessments submitted to TAFE and complete the assessment declaration.
What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment all questions must be answered correctly.
All parts of the observable task must be performed to a satisfactory level as indicated in the criteria section of the Assessor Observation Checklist.
This may involve your assessor allowing you to resubmit some of your answers. Alternatively, your assessor may ask you additional questions to confirm your understanding and knowledge of the topic area.
What do I need to provide? Access to:
• business technology including a computer with relevant software and internet
• student workbook, training materials and other research completed
• your current workplace or a workplace you are familiar with, ensuring you have permission to do so
• one role-play participant for Task 9.
Where the consultation is not being assessed in real-time by the teacher or assessor, you may also require access to:
• a video recording device, such as a smartphone
• a video meeting platform, such as Skype, Microsoft Teams or Zoom
• a webcam.
What the assessor will provide? Access to online learning resources and assessment events
Due date/time allowed/venue This assessment must be submitted by the due date noted in the Unit Assessment Guide. You can find assessment due dates/time allowed information on your online platform on the Assessment page or in your Training Plan.
You should allow a minimum of eight hours to complete this assessment. You may need additional time for preparation, research and revision to ensure you have responded to each question satisfactorily.
Supervision This is an unsupervised assessment.
Your assessor may ask for additional evidence to verify the authenticity of your submission and confirm that the assessment task was completed by you. This may include oral questioning, comparison with work samples or observation.
Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Specific task instructions
To complete this assessment, you will be required to:
• Identify and define a learning or training need in your area of expertise
• Select an appropriate unit of competence to meet the need
• Identify learners needs and modifications that could be made to enhance the learning experience
• Analyse and interpret a unit of competency to develop learning content
• Contextualise the workplace requirements or needs
• Review existing resources to use in your learning program for suitability and quality
• Design the structure and content of the learning program into manageable segments with allocated timeframes
• Review the learning program with another TAE student and document the feedback provided
• Implement the feedback to improve the learning program.

Part 1: Organisational requirements and training need
As a trainer and assessor working in a Registered Training Organisation you are required to follow organisational quality assurance policies and procedures. The following tasks outline how this can be achieved when designing and developing learning programs.
By successfully completing these tasks you will demonstrate your ability to design learning/training programs according to organisational quality assurance policies and procedures.
Setting the scene
You have been approached by an organisation to train five new employees as part of the induction process.
The manager of the organisation explains the training must be completed within 4 months and will commence as soon as possible. The new employees are employed full time and will be permitted to participate in the learning program every second Tuesday starting as soon as with one unit of competency at this stage.
To complete this training and work effectively in the workplace the employees will need to be able to follow instructions from a manager, develop new skills and increase productivity.
You must select one of the following two options provided.
Option 1
This program is to focus on developing the skills to create and use spreadsheets and create basic word documents.
The agreed qualification is BSB20120 Certificate II in Workplace Skills as it is at the appropriate level and provides the right mix of customer service, teamwork, computer knowledge and skills.
The employee's role is to:
• Provide exceptional customer service related to any face to face, online or over the phone enquiry.
• Use a Microsoft Office Suite to manage customer enquiries, generate supplier invoices, basic text documents and use Excel spreadsheets.
• Maintain contact with suppliers, contractors and members of the public.
Option 2
Select your own unit of competency, based on an identified training need for a group of learners you are likely to train.
Access ( to select a training package and qualification code and level that best suits your industry.
Task 1: Learning program overview
Establish the parameters of the learning program by completing the following table and identifying the following areas:
• Who: organisation and learners requiring the training
• Why: identified training need
• What: reason for selecting a unit of competency
• How: delivery mode and workplace documents or resources required
• When: start and finish date with the number of sessions indicated
• Where: classroom, workplace, or blended environment.
You will be assessed on your ability to:
• identify the organisations training need
• link the purpose of the training to the key success indicators
• identify a suitable training package and qualification level
• recommend and select an appropriate unit of competency
• provide suitable delivery mode, timeframe and number of sessions
Access AQF levels (full link: for information on the AQF levels.
Information required Details
Program title
Client’s organisation
Client contact name
Client address
Client phone
RTO contact name
RTO phone
Number of people to be trained
Learners role within the organisation
Training purpose
Key success indicators
Training package code and name
Quality assurance requirements
Workplace policies and procedures that apply to this learning program.
Qualification code and name
Details of any recent changes to the qualification
Version/release number and date
Licensing requirements
Number of core units in the qualification
Number of electives required to complete the qualification
List recommended electives to meet client needs
Reason electives were selected to meet client needs
AQF level of the qualification
Summary of AQF level criteria of the qualification
Unit of competency code and name selected for this program
Reason for selecting the unit above based on analysing all parts of the Unit of Competency and Assessment Requirements
Pre-requisites (if applicable)
Workplace documents that can be used in training
Start date
Completion date
Number of training sessions
Total training hours
Primary delivery mode
Stakeholders to review the program

Task 2: Evaluate existing resources for relevance and quality
Find two existing resources that you could use as part of your learning program ensuring they meet the organisation quality and assurance requirements. In the table below describe the resources and comment on their relevance and quality.
Name of resource Comment on resource relevance and quality

Task 3: Contextualisation
Considering advice from the training package/course developer and the client, provide at least one example of how you could contextualise delivery content to meet the organisation needs.
Task 4: Analyse risk
Use the table provided to undertake a Work Health and Safety (WHS) risk analysis for the learning program. Provide at least two alternate controls or risk minimisation strategies for each identified risk.
Risk H M L How to control or minimise the risk
* Add/delete rows as required

Part 2: LLN skills required and learner needs
Task 5: Determine the LLN skills required for the training
Analyse the training specifications by reading through the unit of competency and identifying what the learner will need to read, write, orally communicate and the mathematical skills they will require. This process will assist in designing and developing your delivery plan.
You will be assessed on your ability to:
• interpret the unit of competency and identify the tasks
• categorise the tasks into the correct LLN skills
• outline how the skills are used.
LLN Skills Task and how the LLN skill/s is used
Oral communication

Task 6: Characteristics of learners and the impact on designing the program
Using the identified learners in the table below, provide an example of what reasonable adjustments could be made to allow for fair and equal delivery of training and assessment when delivering your learning program.
You will be assessed on your ability to:
• identify and select appropriate modifications to resources or structure based on the learner's characteristics
• correctly identify what instructional design principle this modification applies to
• explain why this instructional design principle is relevant
Learner name Describe the characteristic Modifications required due to characteristic Instructional design principle required
Cindy Learner Limited workplace experience May need more training sessions to apply and consolidate learning From Gagné's Nine Events of Instruction – Learning guidance:
Learner may require additional guidance through practice activities
Jenny A 50-year-old female who has no formal qualifications and only limited work experience in the family business; has some experience with using computers. Oral communication is poor and she has trouble with maths
Kyle A 27-year-old male who has completed a degree in anthropology and has been unable to find employment since graduation. Strong language, literacy and numeracy skills
Tim A 35-year-old male who has wide experience in construction but has been unable to work in that industry since experiencing a back injury five years ago. Doesn’t get computers. Has average skills in language, literacy and numeracy.
Gabe A 40-year-old male who has an engineering degree from an overseas university and has been unable to find employment in his field since arriving in Australia five years ago. English is his second language and he speaks four other languages. Can use computer program but in his language. Oral communication and reading English text can be difficult for him.
Summer A 20-year-old female who has been unable to find employment since leaving high school. She worked part-time in retail for the two years prior to leaving school. Has great knowledge of social media, but lacks computing skills for office work. Has basic reading and oral communication skills and low numeracy skills.
Part 3: Developing a delivery and assessment plan
Task 7: Develop a delivery plan
Now that you have identified the organisational requirements and learner needs the next step is to develop the delivery plan. Using the unit of competency or accredited course selected in the learning program, analyse how you will deliver the program taking into consideration the learner's needs.
You will be assessed on your ability to address and interpret a complete unit of competency by:
• break the content of the unit into manageable segments and sequence the segments into a logical order
• allocate the number of sessions to be delivered and timeframes, ensuring the sessions and training hours match Task 1
• include appropriate delivery methods suitable for the unit and context
• select suitable assessment strategies and identifying the unit assessment requirements
• incorporate the identified delivery or assessment strategies to meet the learner needs identified in Task 6
• use plain English, format and style suited to the audience.
Note: this is not a detailed session plan - it is a broad outline demonstrating where the components of the unit of competency are being covered and giving an indication of how they will be delivered.
Table 2 - Stakeholder details
Stakeholders Details
Client’s organisation
Table 3 - Venue details
Venue Number of participants Training date/s

Table 4 - Unit details
Unit code Unit name

Table 5 - Program content
Session Elements and performance criteria Duration of session (hours) Session topic
Topic name and key points Delivery strategy
Assessment strategy and requirements

* Add/delete rows as required

Task 8: Select assessment methods
Now that you have completed the delivery plan and identified the assessment strategy and requirements the next step is to select the assessment methods. Complete the assessment method table by listing each element in the unit of competency and ticking which method/s would be most suitable to assess each element. You may pick more than one method.
You will be assessed on your ability to:
• list all of the elements outlined in the unit
• select appropriate assessment methods
• ensure selected methods meet the assessment conditions.
Table 6 - Assessment method
Unit of Competency Element Observation Questions Work examples Portfolio Project Third-party report Other (specify)
* Add/delete rows as required

Part 4: Review and modify the learning program
Task 9: Confirm and review the learning program
Once you have completed your learning program tasks 1 to 8 it can now be reviewed by another TAE4016 student completing the table below and providing feedback.
Using the table below you will be required to complete a review of the learning program by swapping with another TAE40116 student acting as the client and providing feedback to use in tasks 10. You cannot conduct the review on your own learning program.
Ensure you exchange the following information from tasks:
• Task 1, Learning program.
• Task 6, Characteristics of learners.
• Task 7, Develop a delivery plan.
• Task 8, Develop an assessment plan.
You will be assessed on your ability to:
• Effectively communicate the learning program to the client.
• Contextualise the delivery plan to meet client needs.
• Explain the considerations to the characteristics of the learner group.
• Confirm the delivery and training strategy.
• Provide appropriate advice to the client about assessment methods and requirements.
Your assessor will need to observe you and the other TAE40116 student completing this task, discuss with your assessor whether the observation will be live or whether you need to submit a recording and make the necessary arrangements.
The review of the learning program can be conducted in a suitable venue (for example a classroom) or an online environment such as MS Teams, Adobe Connect or another medium.
Where the review of the learning program is not being assessed real-time by your teacher or assessor, you must record the discussion using a mobile device or other equipment. Use the Video Assessment Instructions ( to assist you with this process.
Refer to the Assessor Observation Checklist in the assessment feedback section to review the assessment criteria for this task, including the ability to effectively communicate with the other participants.
Table 7 - Program review
Information required Details
Name of program reviewed
Name of reviewer
Reviewer job title
Reviewer organisation
Reviewer email address
Date review completed
Table 8 - Program review criteria
Criteria Strengths Suggested improvements
Purpose – The program addresses the purpose of the program using appropriate units of competency
Competency requirements - All components of the units of competency have been included in the learning program
Learner-centred – The program takes into account the characteristics of the learners using effective delivery and assessment strategies
Sequence/Chunking – The program has a logical flow and allows the learner to build their knowledge and skills over time
Assessment – Methods to be used are appropriate for the unit and cohort
Other – General review comments

Task 10: Implement recommendations
Using a different colour text modify the learning program based on the feedback provided from the review and include an overview of the changes you have made in the table below. You will be assessed on your ability to:
• interpret the feedback provided
• apply the feedback to improve the program.
Table 9 - Implement recommendations
Information required Details
Name of reviewer
Date of review
The changes you have implemented in your delivery plan
Submission requirements for this assessment event
Submit the following to your assessor for marking:
? This Cl_Design_AE_Pro_3of6 assessment document.
? Task 1: Learning program overview
o completed table
? Task 2: Evaluate existing resources for relevance and quality
o a minimum of two provided
? Task 3: Contextualisation
o an example
? Task 4: Analyse risk
o completed table
? Task 5: Determine the LLN skills required for the training
o completed table
? Task 6: Characteristics of learners and the impact on designing the program
o completed table
? Task 7: Develop a delivery plan
o a completed delivery plan addressing a full unit of competency
? Task 8: Select assessment methods
o completed assessment plan addressing all the elements in the unit of competency
? Task 9: Confirm and review the learning program
o completed review based on the feedback received on your learning program
? Task 10: Implement recommendations
o coloured text to indicate modifications
o overview of changes made to the learning program.

Assessment Feedback
This section is to be completed by the assessor. Once feedback has been provided by the assessor, you will be given the opportunity to respond.
Note: If you are submitting through an online learning platform, the assessor will provide your feedback via the platform.
Assessor observation checklist - Review of the learning program
This checklist will be used by your assessor to assess your performance. Use this checklist to understand what skills you need to demonstrate during the conversation. All the criteria must be met. The conversation will be used as part of the overall evidence requirements of the unit. The assessor may ask questions while the conversation is taking place or if appropriate directly after the task has been completed.
Table 10 – Student and assessor details
Student name Student number
Assessor name Date of conversation
Assessor signature Date signed
Table 11 - Assessor observations
Behaviour observed . . . S U/S Assessor feedback
a. Used interpersonal skills including appropriate language and plain English ?
b. Used good communication techniques including questioning and listening. ?
c. Confirms and clarifies the delivery strategy, training and/or assessment methods and tools required for the client ?
d. Identifies and considers characteristics of the target learner group ?
e. Uses information from the client to contextualise the delivery plan to meet client needs ?
f. Confirms the competency standards and communicate conclusions of the learning program ?
g. Provides appropriate advice to the client about assessment requirements ?
h. Allows the stakeholder/reviewer the opportunity to express their views and provide feedback ?
Table 12 - Assessor observation additional comments
Additional comments