The Certificate IV in Training and Assessment qualification requires the design and development of documents for trainer-led training. It can be for an individual or a group of learners. The design and development of self-paced online training is an advanced skill that is covered by the Diploma of Vocational Education and Training qualification.
This article explore the design and development of documents for trainer-led training.
The current TAE40122 Certificate IV in Training and Assessment qualification has core units of competency that require the design, development, and customisation of training documents. These units are:
- TAEDES412 Design and develop plans for vocational training
- TAEDEL411 Facilitate vocational training.
And the relevant core units from the superseded TAE40116 Certificate IV in Training and Assessment qualification are:
- TAEDES401 Design and develop learning programs
- TAEDEL401 Plan, organise and deliver group-based learning.
In this article I have focused on the units from the TAE40122 qualification. However, the information provided is just as relevant for the units from the TAE40116 qualification.
What is specified by the TAEDES412 unit?
The following requirements are specified in the TAEDES412 Design and develop plans for vocational training unit of competency.
Element 2. Design a plan for vocational training
The performance criteria for Element 2 specifies that this training delivery plan shall include:
- overall plan and structure
- duration of training
- sequence of delivery
- learning activities
- learning resources.
Note: If you are doing a TAE40116 Certificate IV in Training and Assessment qualification, the training delivery plan is likely to be referred to as the ‘learning program plan’. The terminology has been changed from ‘learning program plan’ to ‘delivery plan’, but these are different names for the same thing.
Element 3. Develop session plans for vocational training
The performance evidence for this unit specifies that this training session plan shall include:
- learning objectives
- presentation methods
- learning activities
- formative assessment activities
- sequence and timing of activities within a session
- required resources
- total duration of the session.
The TAEDES412 unit required the development of training delivery plans and training session plans.
This raises the question, ‘What is the difference between a training delivery plan and a training session plan?’ A delivery plan describes the plan to deliver all the training for a unit or a cluster of units. It takes many training sessions to cover the training for one unit of competency. A session plan describes in more details a plan for how each training session is delivered.
The following illustrates how a training delivery plan describes the training for an entire unit. And a session plan describes the training for a part of the unit.
In the above example, the training has a 2-day duration with a total of 12 training sessions (6 sessions on each day). Therefore, this is an example when there would be one training delivery plan and 12 training sessions plans.
What is specified by the TAEDEL411 unit?
The following requirements are specified in the TAEDEL411 Facilitate vocational training unit of competency:
- Performance criteria 1.3 Arrange and review delivery plan, session plans and learning resources according to legislative and regulatory requirements
- Performance criteria 2.2 Customise session plans and learning resources to suit learners and their context
These performance criteria make reference to:
- delivery plan
- session plans
- learning resources.
The following diagram shows the relationship between the various training documents frequently used in Australia’s VET system.
Clause 1.1 of the Standards for RTOs 2015 requires an RTO to develop a training and assessment strategy for every training product on the RTO’s scope of registration.  The design and development of a training and assessment strategy is an advanced skill that is covered by the Diploma of Vocational Education and Training qualification.
What is the difference between a training and assessment strategy, training delivery plan, and training session plan?
The requirements for an RTO’s Training and Assessment Strategy (TAS) are specified in the Standards for RTOs 2015, and the Users’ guide to the Standards for RTOs 2015 provided additional information. It shall identify the units of competency to be delivered for the qualification or skill set. The following is an example of 10 units of competency identified for a qualification (taken from the TAS). The details for delivering each unit or cluster of units may be documented in a training delivery plan. This example is for one unit.
The next layer of documents are training session plans. The following is an example of a training delivery plan consisting of 12 sessions. The details for delivering each session may be documented in a training session plan. This example is for one session.
The details have not been included in the above examples, so as to keep it easier to comprehend. Typically, a TAS may be a 10 or more page document. Typically, a training delivery plan may be 5 or more page document (depending on the number of units and number of days). And typically, a training session may be a 2 or 3 page document.
A Training and Assessment Strategy is a document that describe how a training product, such as a qualification or skill set, is planned to be delivered. A delivery plan is a document that describes how training for a unit or cluster of units is planned to be delivered. And a session plan is a document that describes how a training session is planned to be delivered.
An RTO will usually have templates for documents that it requires to be developed, such as:
If you are a TAE Student, you will usually be given templates to be used for developing training delivery plans and training session plans.
 https://www.asqa.gov.au/rtos/users-guide-standards-rtos-2015/chapter-4-training-and-assessment/clauses-11-14-and-22-implementing-monitoring-and-evaluating-training-and-assessment-strategies-and-practices accessed 13 May 2023
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