In the MRWED program, we have organised the units into the following four clusters:

Learning and Development (LAD) (Available face-to-face, online or by correspondence)

• TAETAS501 Undertake organisational training needs analysis

• TAEDES502 Design and develop learning resources

• TAEDES501 Design and develop learning strategies

• TAEDES505 Evaluate a training program

The Learning and Development cluster focuses on the critical design factors involved in managing training and assessment. This cluster commences with participants learning how to identify the real needs of learners, through comparing their actual performance with the desired workplace requirement in TAETAS501 Undertake organisational training needs analysis. Next, learners will build an understanding of the steps comprising best-practice learning resource design, aimed at enhancing engagement and functionality during TAEDES502 Design and develop learning resources, before practising the development of learning strategies designed to underpin an RTO’s training and assessment framework in TAEDES501 Design and develop learning strategies. The cluster concludes with an examination of the tools and techniques used to evaluate planned training.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Reviewing learning resources)

• Research Tasks (e.g. Copyright implications for learning design)

• Webinars (e.g. On the topic of “Understanding Volume of Learning Requirements”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• Research, conduct and provide advice through a training needs analysis

• Prepare at least two training needs analyses for one, or more organisation

• Research, design and develop two print based resources that reflect client needs and the contexts of application

• Complete development of one learning resource

• Develop two learning strategies that reflect the specific requirements of the qualification or skill set, and reflect client needs and the contexts of application

• Evaluate a training program against workforce performance needs and capability requirements

• Producing an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement

• Critically review the evaluation process and approaches taken and propose changes to improve the process.

Language, Literacy and Numeracy (LLN) (Available face-to-face, online or by correspondence)

• TAELLN411 Address language, literacy and numeracy skills

• TAELLN501 Support the development of adult language literacy and numeracy skills

The Language, Literacy and Numeracy (LLN) cluster is geared towards experienced trainers who provide leadership or guidance to others, and who deal with the language, literacy and numeracy (LLN) needs of learners for a Registered Training Organisation (RTO). This involves analysing the LLN requirements of learners and using resources and strategies that meet the needs of that learner group within a workplace or community context, in TAELLN411 Address language, literacy and numeracy skills, and developing and extending one’s own and others’ LLN practice through designing, applying and reviewing strategies, in TAELLN501 Support the development of adult language literacy and numeracy skills.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Complete a Spiky Profile)

• Research Tasks (e.g. Understanding the Australian Core Skills Framework - ACSF)

• Webinars (e.g. On the topic of “Assessing Foundation Skills”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• use various sources and tools to gather information on the current LLN skills and skill requirements of a particular learner group

• identify available sources of support to address at least two of the identified LLN skill needs of the learner group

• select, use and review at least two instructional strategies and two assessment strategies that directly address the identified LLN needs of the learner group

• customise and use at least two learning resources to address LLN requirements

• use advice from specialist LLN practitioners to inform practice and determine areas for improvement

• Determine language, literacy and numeracy (LLN) levels using validated tools, including those based on the Australian Core Skills Framework (ACSF), for at least 5 learners

• Determining the requirements of training, based on the ACSF

• Plan training and assessment that incorporates LLN support strategies relevant to at least two different learners, or groups of learners, in response the ACSF assessment and learners’ goals

• Review own strategy, and strategies of others, used to support LLN

• Lead others to extend practice.

Practicum (PRAC) (Available online or correspondence only)

• TAEPDD501 Maintain and enhance professional practise

• TAEDEL502 Provide advanced facilitation practice

• TAEASS501 Provide advanced assessment practice

The Practicum cluster focuses on the effective application of the knowledge and skills required to be a balanced VET practitioner. This includes: selecting facilitation techniques that extend current practice in TAEDEL502 Provide advanced facilitation practice, consistently using, guiding and influencing others to use assessment tools, systems and processes in more effective ways in TAEASS501 Provide advanced assessment practice, and developing plans to ensure that regular participation in professional dialogue, development and contributions to the sector is planned for and achieved, in TAEPDD501 Maintain and enhance professional practise

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Leading an assessment validation)

• Research Tasks (e.g. Professional networks for trainers and assessors)

• Webinars (e.g. On the topic of “Essential Interpersonal Skills for Trainers”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• Knowledge questions

• Undertake at least 50 assessments, of at least 20 different candidates, against units of competency or other accredited courses

• Show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners or in a different learning context. Additionally, the candidate must show evidence of feedback from at least two peers and 10 learners, and evidence of reflection on this feedback.

• Document, reflect and discuss with peers, evidence of feedback from at least 10 hours of facilitation practice and interviews with assessors covering at least the assessment of 10 candidates enrolled in VET programs.

Design and Develop Assessment Tools (DDA) (Available face-to-face, online or by correspondence)

• TAEASS502 Design and develop assessment tools

This unit addresses the process of designing, developing and trialling the assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Mapping Assessment)

• Research Tasks (e.g. Finding examples of Assessment Tools used within an enterprise)

• Webinars (e.g. On the topic of “How to create best practice assessment tools”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• Knowledge questions

• Develop at least three assessment tools that support different assessment methods, and address at least one unit of competency each

• Report on the trial and review of each assessment tool, including proposed changes.