In the MRWED program, we have organised the units into the following three clusters:
Learning Design (DES)
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TAELLN411 Address adult language, literacy and numeracy skills
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TAEDES401 Design and develop learning programs
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TAEDES402 Use Training Packages and accredited courses to meet client needs
The units in the Learning Design cluster address competence in both the design of learning products and the design of the learning process, as well as an understanding of the requirements of language, literacy and numeracy with adult learners. The unit TAEDES401 Design and develop learning programs addresses different applications and outcomes of the learning design process. TAEDES402 Use training packages and accredited courses to meet client needs provides the foundation for the Training and Assessment Training Package (TAE) and addresses the skills and knowledge needed to unpack and use Training Packages (or accredited courses) for different purposes and client needs. TAELLN411 Address adult language, literacy and numeracy skills provides an understanding of how to identify and support learner LLN needs.
Support activities will include:
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Practice Tasks (e.g. Creating a Spiky Profile)
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Research Tasks (e.g. Finding Units of Competency on www.training.gov.au)
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Webinars (e.g. On the topic of “Unpacking a Unit of Competency”)
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Webinar tutorials
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Mentoring with LST Mentor
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Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)
Key assessment tasks include:
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Knowledge questions
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Analyse a training package and/or accredited course, to examine its component parts, identifying relevant qualifications and units of competency or modules, and contextualising these to meet the specific needs of clients
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design, develop and review at least two learning programs within the vocational education and training (VET) context.
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use various sources and tools to gather information on the current LLN skills and skill requirements of a particular learner group
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identify available sources of support to address at least two of the identified LLN skill needs of the learner group
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select, use and review at least two instructional strategies and two assessment strategies that directly address the identified LLN needs of the learner group
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customise and use at least two learning resources to address LLN requirements
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use advice from specialist LLN practitioners to inform practice and determine areas for improvement.
Assessment (ASS)
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TAEASS401 Plan assessment activities and processes
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TAEASS502 Design and develop assessment tools
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TAEASS402 Assess competence
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TAEASS403 Participate in assessment validation
The units in the Assessment cluster address the process of designing and developing the assessment, the development of assessment plans and instruments, as well as assessment tools. Following these stages, it then moves into the assessing of candidates, which includes planning, conducting and reviewing of assessment. The cluster then finishes by addressing the necessary competencies needed to effectively participate in assessment validation.
The planning and organising of the assessment is covered by TAEASS401 Plan assessment activities and processes with the development of the assessing tools covered in TAEASS502 Design and develop assessment tools. The process of planning, conducting and reviewing the assessment of candidates is encompassed in TAEASS402 Assess competence, whilst TAEASS403 Participate in assessment validation covers the process of validating assessment systems, processes and judgements.
Support activities will include:
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Practice Tasks (e.g. Mapping Assessment)
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Research Tasks (e.g. Finding examples of Assessment Tools used within an enterprise)
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Webinars (e.g. On the topic of “How to create best practice assessment tools”)
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Webinar tutorials
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Mentoring with LST Mentor
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Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)
Key assessment tasks include:
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Knowledge questions
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Plan and organise the assessment process on a minimum of five separate occasions (including two for a Recognition of Prior Learning (RPL) pathway
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Develop three assessment tools that support different assessment methods, and address at least one unit of competency each. These will include the instruments for collecting evidence and related instructions for the assessor/s and candidates.
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Report on the trial and review of each assessment tool, including proposed changes.
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Assess at least five candidates within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency (including at least one by RPL) and making reasonable adjustments in the assessment of at least one candidate.
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Actively participate in three validation sessions that address the critical aspects of validation and documenting the process and contributions.
Delivery and Facilitation (DEL)
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TAEDEL401A Plan, organise and deliver group-based learning
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TAEDEL402 Plan, organise and facilitate learning in the workplace
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BSBCMM401 Make a presentation
The Delivery and Facilitation cluster explores the fundamental skills for practitioners for making effective one-to-one presentations and group-based deliveries. This Includes valuable information for using appropriate delivery methods, presentation strategies and resources, and provides general presentation tips and techniques for success. The learning culminates in the application of these fundamental skills. Units included in this cluster are, TAEDEL401 Plan, organise and deliver group based learning, TAEDEL402 Plan, organise and facilitate learning in the workplace and BSBCMM401 Make a presentation.
Support activities will include:
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Practice Tasks (e.g. Vocal Techniques)
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Research Tasks (e.g. Investigate workplace learning options)
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Webinars (e.g. On the topic of “Creating more powerful Power Point Presentations”)
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Webinar tutorials
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Mentoring with LST Mentor
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Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)
Key assessment tasks include:
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Knowledge questions
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Facilitate group-based learning by preparing and delivering at least three training sessions, including:
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at least two consecutive sessions of at least 40 minutes duration, to a learner group of at least eight individuals
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at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed
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Prepare and facilitating a minimum of two examples of developing work-based learning pathways, that include:
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identifying needs for learning
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analysing work practices, work environment and work activities
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organising and allocating work in a way that reflects learning needs, and provides effective learning opportunities through work processes
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Conduct a learning facilitation relationship:
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with at least two individuals
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demonstrating communication skills and flexibility
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demonstrating one or more of the processes, or techniques, identified.
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Select and implement methods to review the effectiveness of own presentations and document any changes which would improve future presentations.