Luke McMahon TAE40116 1.DesignCluster v4

Assessment Workbook 1
TAE40116 Certificate IV
in Training and
Assessment
Design Cluster
Version 1.6 Produced 13 September 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

13 April 2016 v1.0
assessment validation.
Updated Questions and Case Studies to

7 February 2017 meet External Validation v1.1
recommendations
Updated Questions and Case Studies to

17 May 2017 v1.2
meet updates in Learner Guide
Updated Questions # 4, 7, 23
Updated mapping to include Foundation
18 July 2017 Skills v1.3
Restructured Case Studies to meet
Internal Validation recommendations
Minor corrections in Learning Program

templates
14 August 2017 v1.4
Restructured tasks to meet Oral
Communication foundation skill
Updated link for Implementation Guide

30 May 2018 V1.5
in Project 5
added a comment on Case Study 1

13 September 2018 v1.6
Project 1 Task 1
Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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Introduction........................................................................................................................5
What is competency based assessment..............................................................................5
Definition of competency....................................................................................................6
The Basic Principles of Assessing Nationally Recognised Training..................................6
The Dimensions of Competency.........................................................................................7
Reasonable Adjustment......................................................................................................8
The Units of Competency..................................................................................................10
Context for Assessment.....................................................................................................11
Assessment Requirements.................................................................................................11
Assessment Methods.........................................................................................................12
Resources Required for Assessment.................................................................................13
Instructions to Assessor....................................................................................................13
Instructions to Student.....................................................................................................14
Assessment Workbook Cover Sheet..................................................................................15
Knowledge Assessment.....................................................................................................16
Practical Assessments.......................................................................................................49
The practical assessment demonstrates the skills required for the following units of
competency covered in this workbook:........................................................................49
1. TAEDES401 Design and develop learning programs..........................................49
2. TAEDES402 Use training packages and accredited courses to meet client needs
49
3. TAELLN411 Address adult language, literacy and numeracy skills....................49
Case Study 1 – Catering Assistant Training......................................................50
Project 1 – Conduct Training Needs Analysis 1...........................................................53
Project 2 – Design and Develop Learning Program 1.................................................65
Project 3 – Evaluate Learning Program......................................................................84
Case Study 2 – Housekeeping Assistant Training...........................................89

© Compliant Learning Resources Page 3
Project 4 – Training Needs Analysis 2........................................................................92
Case Study 3 – Cascade Peak Training Institute............................................100
Project 5 – Design and Develop Learning Program 2...............................................104
Workbook Checklist........................................................................................................122
Design Cluster - Assessment Workbook Results FormError! Bookmark not defined.

INTRODUCTION
Assessment is a difficult process – we understand this and have developed a range of
assessment kits, such as this, to facilitate a seamless process for both the assessor and
the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective assessment (which
is based clearly on defined processes and specific standards). Nearly all assessment
involves a mixture of both types of assessment because it is almost impossible to
eradicate the subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards the objective
end as far as possible and to reduce the degree of opinions and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria specified
by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in the
workplace.
 Assessment criteria should be clearly stated to the learner at the beginning of
the learning process.
 Assessment should be holistic. That is, it aims to assess as many elements
and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level required in
the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated
for the trainer and learner. Assessable outcomes are tied to the relevant
industry competency standards where these exist. Where such competencies do
not exist, the outcomes are based upon those identified in a training needs
analysis.

DEFINITION OF COMPETENCY
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of evidence to
support judgement on whether competence has been achieved. Skills and
knowledge (developed either in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence
required by industry, rather than compared with the skills and knowledge of
other learners.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment

 Assessment must be valid
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills
with their practical application.
- Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number of
contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.

- Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.
- Assessment must be mutually developed and agreed upon between
assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the type
of performance that is to be assessed, whether it covers knowledge,
skills or attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of the
unit of competency.
 Authentic
- When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not
only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills

 Contingency management skills
 Job role and environment skills

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be closer
to amenities, or installing a particular type of software on a computer for a person with
vision impairment.
Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability
have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:
 customising resources and assessment activities within the training package or
accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide
Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition
software, alternative keyboards, devices for grasping, visual alert systems, digital note
takers.

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant Unit(s)
of Competency. E.g. If the assessment was gathering evidence of the candidates
competency in writing, allowing the candidate to complete the assessment verbally
would not be a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.

THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following units of competency from TAE40116 Certificate
IV in Training and Assessment:
TAEDES401 Design and develop learning programs

1. Define parameters of the learning program.
2. Work within the vocational education and training (VET) policy
framework.
3. Develop program content.
4. Design the structure of the learning program.
TAEDES402 Use training packages and accredited courses to meet client

needs
1. Select appropriate training package or accredited course.
2. Analyse and interpret the qualifications framework.
3. Analyse and interpret units of competency and accredited modules.
4. Contextualise units and modules for client applications.
5. Analyse and interpret assessment Marking Requirements.
This subject also partially addresses the requirements of:

TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill requirements.
3. Use specialist support where required.
Evaluate effectiveness of learning support and assessment strategies in
4.
addressing LLN requirements.
For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au
www.training.gov.au/Training/Details/TAEDES401
www.training.gov.au/Training/Details/TAEDES402
www.training.gov.au/Training/Details/TAELLN411

CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions that are safe and
replicate the workplace. Conditions must be typical of those experienced in the training
and assessment environment, and include access to competency standards or accredited
courses relevant to the learning programs.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the tasks
described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components as detailed
in the matrix to follow:

Units of Competency
TAEDES402
TAEDES401
TAELLN411
Assessment Activities
Knowledge assessment  
Case studies   
ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of underpinning
knowledge, concepts and/or theories relevant to the units of competency
included in this subject
2. Case Studies
- Detailed scenarios and simulated environments providing all necessary
information required to complete relevant tasks and activities

RESOURCES REQUIRED FOR ASSESSMENT
Inspire Education to provide:
 Learner guides and supplementary learning resources
 Templates needed for activities such as training needs analysis, session
planning, competency mapping and evaluation.
 Training products, such as training packages and accredited course
documentation
 Case studies and simulations
 LLN Specialist support
 Access to:
o Information about work activities
o Documentation and resources required to complete case study tasks and
projects
The student to provide:

 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
o Email access
 Workplace-specific tools, equipment, materials and industry software
packages (where applicable)
Design Cluster Assessment Requirements:
For this cluster, the student will need access to:
 Training package components developed to meet the Standards for Training
Packages, and those developed to meet the requirements of the Training Package
Development Handbook.
 competency standards or accredited courses, that cover at least one entire unit of
competency or accredited course module
 an LLN specialist

INSTRUCTIONS TO STUDENT
This workbook is divided into two parts:
1) Knowledge Assessment
- This consists of written questions that will assess your competence relevant to
the knowledge requirements of the units included in this subject
2) Practical Skills Assessment
- This consists of 5 projects that you will be completing through 3 case studies.
The case studies will provide you scenarios that will allow you to demonstrate
your knowledge and skills relevant to the requirements of the units included
in this subject.
 Case Study 1: Catering Assistant Training
o Project 1: Conduct training needs analysis 1
o Project 2: Design and develop learning plan 1
o Project 3: Evaluate Learning Program
 Case Study 2: Housekeeping Assistant Training
o Project 4: Conduct training needs analysis 2
 Case Study 3: Cascade Peak Performance Training Institute
o Project 5: Design and develop learning plan 2

ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 1
TITLE: Design Cluster
FIRST AND SURNAME: Luke McMahon
PHONE: 0447 755 661
EMAIL: lukemcmahon@rocketmail.com
Please read the Candidate Declaration below and if you agree

to the terms of the declaration sign and date in the space
provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that
I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor will
not assess work that cannot be clearly identified and may request
the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a
false declaration may lead to the withdrawal of a qualification or
statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Signature:
Name: Luke McMahon Date: 27/4/19
l.mcmahon

KNOWLEDGE ASSESSMENT
1. From the list below, select four (4) statements that are true about Australian
Qualifications Framework (AQF) guidelines.
i. The AQF provides the standards for Australian qualifications,

☒
comprising of the learning outcomes for each AQF level.
☐ ii. The AQF has seven (7) AQF qualification levels.
iii. The AQF lists the requirements for issuance of AQF

☒
qualifications.
iv. The AQF Qualification Types enclosed in the AQF are further
defined by the learning outcomes, knowledge, and skills
☒
students are expected to have upon completing their
coursework.
☐ v. The volume of learning is 3 - 4 years across all AQF levels.
vi. The AQF Levels describe the complexity, depth of achievement

☒
and autonomy required to achieve a qualification at each level.

2. Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master’s Degree
Match them to their correct descriptions listed in the table below.
AQF Qualification Description
i. Graduates at this level will have advanced and integrated

D understanding of a complex body of knowledge in one or
more disciplines or areas of practice.
ii. Graduates at this level will have broad and coherent

C theoretical and technical knowledge with depth in one or
more disciplines or areas of practice.
iii. Graduates at this level will have factual, technical,

A procedural and some theoretical knowledge of a specific area
of work and learning.
iv. Graduates at this level will have technical and theoretical

B knowledge in a specific area or a broad field of work and
learning.

3. Match the following AQF levels to their correct characteristics/overview.
a. Level 1
b. Level 3
c. Level 4
d. Level 7
AQF Qualification Characteristics/Overview
i. Graduates at this level will have well developed cognitive,

technical and communication skills to select and apply
D
methods and technologies to analyse and evaluate
information to complete a range of activities.
ii. Graduates at this level will have a broad range of cognitive,

technical, and communication skills to select and apply a
C
range of methods, tools, materials and information to
complete routine and non-routine activities.
iii. Graduates at this level will have foundational cognitive,

A technical and communication skills to undertake defined
routine activities.
iv. Graduates at this level will have a range of cognitive,

technical and communication skills to select and apply a
B
specialised range of methods, tools, materials, and
information to complete routine activities.

4. Complete the table below.
List at least one (1) role, function, and responsibility for each key VET
organisation listed below.
Role Function Responsibility

Develop and
Industry
implement high
Council of competitiveness,
Australian level policies that
Major policy reform productivity and
Governments assist Australian
labour market
(COAG) Industries be
pressures
competitive.
National
regulatory body
that ensures the
Registering training
Australian quality of VET
Skills Quality providers as ‘registered
providers, Regulation of RTO’s.
Authority training organisations’
accredited courses,
(ASQA) (RTO’s)
Commonwealth
Register of
Institutions
Australian Advise on the

Establish industry- Coordinate industry
Industry implementation of
Skills led leadership in engagement through
national training
Committee the VET sector CISC meetings
packages
(AISC)
Support the
activities of IRCs,
Manage industry
including by
Skills communication, Provide
Services providing
engagement and recommendations to
Organisation secretariat services
analysis as directed by IRCs
s (SSOs) and as otherwise
the IRC
outlined in the
MoU
Industry Gather intelligence Oversight the Promote the use of
Reference for industry development of the IRC VET in represented
Committees
sectors to inform workplan, advising who

advice on training
to consult and the type
package
(IRCs) of information to sectors
development and
include
review
1. (Source: Industry Reference committees: Operating Framework for the Development of training
packages pg 19. https://www.aisc.net.au/sites/aisc/files/documents/Industry%20Reference
%20Committee%20-%20Operating%20Framework%20May%202016%20V1_0.pdf )

5. From the statements below, select three (3) statements that accurately describe
the responsibilities of the Victorian Registration and Qualifications Authority
(VRQA).
☒ i. Investigating complaints against VRQA registered

providers.
☐ ii. Accrediting vocational education and training (VET)

courses.
☒ iii. Regulating apprenticeships and traineeships in their state.
☐ iv. Auditing of RTOs to ensure they comply with the

conditions and standards for registration.
☒ v. Registering training organisations.

6. Match the following dimensions of competency to their correct definitions:
a. Task Skills
b. Task Management Skills
c. Contingency Management Skills
d. Job/Role Environment skills
Definitions
i. Involves demonstrating the ability to deal with

d responsibilities and expectations of the workplace,
including working with others.
b ii. Managing multiple tasks at the same time to complete a

whole work activity.
a iii. Completing an individual task, to an expected standard

within the workplace.
c iv. Responding to problems or issues that arise in the

workplace or while completing a task.

7. Below is an excerpt from the Accredited Course Template from ASQA.
Complete the information required. The first item has been done for you.
Section A: Copyright and course classification information
2. Person in respect of Provide the name of the legal entity or individual who is
whom the course is the Copyright Holder of the course being submitted for
being accredited accreditation.
Provide street, postal and email address of the Copyright

3. Address Holder.
4. Type of submission Initial accredited/ Renewal of accreditation
Enterprise units:
If units have been developed for inclusion in the course,
provide copyright details.
Training package units

If units of competency have been imported from training
packages, the following text must be included:
The following unit (s) of competency:
 [code and title]
5. Copyright  [code and title]
acknowledgement
are from the [title] Training Package administered by the
Commonwealth of Australia.
© Commonwealth of Australia
Units from other accredited courses
If units of competency have been imported from another
accredited course, provide copyright details.

Contact details for any licence or franchise requirements
If this course may be used under licence or franchise,
include
contact information for parties seeking information about
a licence/franchise arrangement.
Example:
6. Licensing and franchise [Course owner] will establish licensing or franchising
arrangements with interested parties and reserves the
right to levy a licensing or franchising fee. Information
on such arrangements can be obtained from [name and
contact details].
If no licence or franchise requirements apply, include the
following statement:
There are currently no licensing or franchising arrangements
in place for this course
7. Course accrediting body The Australian Skills Quality Authority (ASQA)
Provide AVETMISS classification codes that describe the

industry, occupational group and field of education for the
course.
ANZSCO Code – 6 digits Insert code and description

[Australian and New Example:
Zealand Standard 232111 Architect
Classification of
Occupations] ANZSCO codes can be
found at:
(link)
7. AVETMISS information ASCED Code—4 digits Insert code and
[Field of education] description
Example:
0401 Architecture and
Urban Environment
ASCED codes can be
found under the heading
education/broad and
narrow fields at:
(link)
National Course Code For ASQA use only – do
not enter data in this field.

For ASQA use only – do not enter date in this field.
Note: For renewal applications, the accreditation
8. Period of accreditation
commencement date will be the day after the current
course expires.

8. From the statements below, select four (4) statements that correctly describe
the format and structure of the unit of competency and assessment
requirements.
☐ i. The assessment requirement is composed of a code, title,

prerequisite, and elements.
☒ ii. Following the correct format of assessment requirements, the

Performance Evidence comes before the Knowledge Evidence.
☒ iii. Each unit of competency must be uniquely identified by the

combination of its code and title.
☒ iv. TAEDES401 Design and develop learning programs is an

example of a unit of competency.
☐ v. The unit of competency contains the qualification code,

qualification title, and qualification description.
vi. Following the correct format of units of competency, the

☒ Foundation Skills can be found underneath the Elements and
Performance Criteria.

9. Match the following sections to their correct descriptions, then tick the boxes
on the right to identify whether the information provided are found in the unit
of competency in the assessment requirements.
a. Performance Criteria
b. Elements
c. Foundation Skills
d. Assessment Conditions
e. Knowledge Evidence
Requirement
competence
Assessment
Unit of
Description
i. Describe any mandatory conditions for

d assessment, and specifies the conditions
☐ ☒
under which evidence for assessment
must be gathered.
a ii. Describe the performance needed to ☒ ☐

demonstrate achievement of the element.
iii. Describes language, literacy, numeracy

c and employment skills that are essential ☒ ☐
to performance.
b iv. Describe the essential outcomes. ☒ ☐
v. Describe what the individual must know

e in order to safely and effectively perform
☐ ☒
the work task described in the unit of
competency.

10. Consider the assessment requirements for the unit of competency:
SITHFAB004 – Prepare and serve non-alcoholic beverages.
Determine if the statements below are knowledge evidence, performance

evidence, or assessment conditions.
Write KE if it is a Knowledge Evidence

PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.
Mapping: TAEDES402 KE5 (p), KE8 (p)

Learner Guide: Design Cluster Learner Guide, Chapter 3, 3.2 Training Package Structure
i. Prepare and present non-alcoholic beverages to meet different

PE customer requests, over a minimum of three different service
periods, including at least one peak service period.
ii. Skills must be demonstrated in an operational food and

AC beverage outlet. This can be: an industry workplace or a
simulated industry environment.
iii. Major types and characteristics of non-espresso coffees, teas

KE and other non-alcoholic beverages specified in performance
evidence.
iv. Range of options to meet specific customer preferences

KE relating to: brand, garnishes, glassware, ice, mixers, strength,
and temperature.
AC v. Assessment must ensure access to fixtures and large

equipment.
vi. Prepare above non-alcoholic beverages within commercial

PE timeframes and with consistent quality, volume and
appearance and in line with organisational procedures.
11. Below are terms used in Accredited Courses:

a. Qualification level

b. Recognition given to the course
c. Assessor competencies
d. Pathways and articulation
e. Purpose of the Course
i. Provides details of potential pathways for course participants

following course completion into other vocational education
d and training (VET) courses, and provides details and
confirmatory evidence of any formalised articulation
arrangements.
ii. Provides details and confirmatory evidence of any
recognition given to the course by professional or industry
b
bodies where course completion may result in membership
of a professional body being granted.
e iii. Where the intended vocational, community or general

education outcomes of the course are listed.
iv. It also provides details of and justify any specialist vocational
competency requirements for assessors above the
c
requirements in the Standards for Registered Training
Organisations (if applicable).
v. Describes how the intended course outcomes are consistent
a with the AQF Qualification Type Descriptor for the AQF level
of the course.

12. From the list below, select three (3) performance standards and criteria, other
than training packages, which can also be used as the basis of learning
programs.
☒ i. Accredited courses
☒ ii. Industry standards
☐ iii. Standards for Registered Training (RTOs) 2015
☒ iv. ACSF guidelines
13. From the statements below, select three (3) statements that accurately
describe the functions of training packages and accredited courses as
benchmarks in a competency-based VET training and assessment system.
☒ i. Training packages set out the competencies but do not

prescribe how the training should be delivered
ii. Training packages and accredited courses outline

☒ competency standard benchmarks for training and
assessment.
iii. Training packages and accredited courses detail the

☒ requirements for assessors in competency based
assessment.
iv. Training packages and accredited courses provide RTO’s

☐ with assessment instruments (e.g. projects, exams) for
training and assessment.
14. From the list below, select four (4) processes that are followed in analysing
and using competency standards for a range of applications and purposes in
meeting the needs of a diverse range of VET clients.

☒ i. Conducting a training needs analysis (TNA) to identify
learning gaps.
☒ ii. Gathering information from client regarding desired

learning outcomes.
☒ iii. Gathering information from employee records such as

curriculum vitae and position descriptions.
☐ iv. Source and use any generic resources found online to meet
different client needs.
v. Examining the dimensions of competency (tasks skills,

☒ task management skills, contingency management skills,
and job or role environment skills)

15. The following are terminologies used in training packages and accredited
courses. Match each terminology to their correct definitions.
a. Accredited course
b. Accredited unit
c. Competency standards
d. Foundation skills
e. Assessment strategy
Definitions
i. A structured sequence of vocational education and training

a that has been accredited by a state or territory course
accrediting body and leads to an Australian Qualifications
Framework (AQF) qualification or statement of attainment.
ii. Define the requirements for effective workplace

c performance in a discrete area of work, work function,
activity or process.
iii. A single component of a qualification, or a stand-alone unit,

b that has been accredited by the same process as for a whole
AQF qualification, also referred to as “module”
iv. The combination of English language, literacy and

d numeracy skills and employability skills required for
participation in work, the community and education and
training.
e v. Describes how it effectively judges participants’

achievement of the outcomes.

16. Write Y if the part of the training package is listed below can be
contextualised, and N if it cannot be contextualised.
Parts of the Training Package
Y i. Units of competency
N ii. Performance criteria
N iii. Competency outcomes
N iv. Entry requirements
N v. Assessment conditions

17. Match the following endorsed components of training packages to their
corresponding roles.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangements
Roles of endorsed components of training packages
i. They specify the standards of performance required in the

b workplace, they describe the work outcomes and skills
required by the industry.
d ii. They specify the arrangements that exist between training

package qualifications and higher education qualifications.
iii. They specify the core and elective units of competency

a combined into meaningful groups to meet workplace roles,
and aligned to vocational qualification levels identified in
the Australian Qualifications Framework (AQF).
iv. They specify the performance evidence, knowledge

c evidence and conditions for assessment for each unit of
competency.

18. Match the following endorsed components of training packages to their
corresponding purpose.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangement
Purpose of endorsed components of training packages
b i. To provide a benchmark for the skills and knowledge a

person must be able to demonstrate to meet competency.
a ii. To provide a standard level of knowledge and skills

required in the industry for each AQF level.
iii. To provide guidance on the industry’s preferred approach

c to assessment of required knowledge and skills relevant to
the unit.
iv. They specify the performance evidence, knowledge

d evidence and conditions for assessment for each unit of
competency.

19. From the statements below, select three (3) statements that are true about
the Standards for Training Packages.
i. Standard 4 of the Standards for Training Packages state

☒ that units of competency specify the standards of
performance required in the workplace.
ii. The purpose of the Standards for Training Packages is to

☒ ensure that Training Packages are of high quality and meet
the workforce development needs of industry, enterprises
and individuals.
iii. Quality assured companion volumes are components of

☒ training packages, as per Standard 1 of Standards for
Training Packages.
☐ iv. According to the standards, training packages must have

ten (10) components.
v. Standard 12 of the Standards for Training Packages state

☐ that training packages are composed of components as
endorsed by the Australian Skills Quality Authority (ASQA).

20.From the list below, select three (3) relevant sources of information about
training packages.
☒ i. training.gov.au
☒ ii. Skills Services Organisations (SSOs)
☒ iii. myskills.gov.au
☐ iv. Job portals and advertisements
☐ v. National Skills Standards Council (NSSC)
21. From the list below, select the three (3) non-endorsed components of
training packages.
☒ i. Skill sets
☒ ii. Companion volumes
☒ iii. User guides
☐ iv. Units of competency
☐ v. Assessment requirements

22. The following are statements about the differences and relationships between
separate training package and accredited courses, and learning strategies and
learning programs.
Write T if the statement is True and F if the statement is False.
i. Courses cannot be accredited if they cover qualifications or

T skill sets that are already addressed by a nationally
endorsed Training Package.
ii. Training packages are accredited by the government, while

F accredited courses are accredited by private nationally
recognised educational organisations.
iii. Training packages are readily available online while

T accredited courses need to be sourced from respective
course owners.
iv. Training packages and accredited courses are both

nationally-recognised and subject to quality and regulatory
frameworks. Training Packages are developed by industry
T through IRCs and SSOs with vocational skills and
outcomes in mind. Accredited Courses on the other hand
can be developed by anyone so long as it doesn’t overlap
with existing courses or Training Packages, and might not
necessarily have vocational outcomes.

23. The following are statements about the differences and relationships
between learning strategies and learning programs.
i. Learning plans are documents that help trainers to create

cohesive and integrated learning processes for their
learners, while learning strategies, also known as a training
T and assessment strategy, are detailed documents that
outline the different processes that an RTO will follow in
delivering a Training Package or Accredited Course within
their scope
T ii. Learning programs may be complete unto itself or may be a
separate component within a learning strategy
iii. Learning strategies are used to develop a student’s
F vocational competencies or skills, and help address any gaps
that arise between a learner’s knowledge and skills and the
competency standards.
F iv. Learning programs always include information about a
whole Qualification or Accredited Course.

24. From the list below, select three (3) statements that are accurate about the
purpose of learning programs.
☒ i. Learning programs are used to develop vocational

competencies or skills.
ii. Learning programs are used to meet industry standards,

☒ legislation, licensing, or registration requirements, or the
requirements of a funding body.
☐ iii. Learning program is used to determine the knowledge and

skills of the trainer delivering the program.
☒ iv. Learning programs are used to address gaps between a

learner’s knowledge and skills, and competency standards.
25. From the list below, select three (3) options that are included in the focus of
learning programs.
☒ i. Professional development
☒ ii. Workplace-based learning
☐ iii. Trainer feedback
☒ iv. Vocational learning

26. From the list below, select three (3) statements which are correct about
principles of instructional design, according to M. David Merrill.
☒ i. Learning is promoted when learners are engaged in solving

real-world problems.
☒ ii. Learning is promoted when new knowledge is integrated

into the learner’s world.
☐ iii. Learning outcomes can always be achieved by utilising

generic content.
iv. Learning is promoted when existing knowledge is activated

☒ as foundation for new knowledge.
27. From the list below, select the instructional design principle that can be best
applied to an e-learning type of program.
Mapping: TAEDES401 KE6 (p)

Learner Guide: Design Cluster Learner Guide, Chapter 6, 6.4 Principles of Instructional Design
☐ i. Incorporate a combination of group and individual learning

activities into your learning program.
☐ ii. Include assessment activities that require a significant

amount of assessor supervision.
☒ iii. Incorporate self-paced learning activities and reviews at

regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s nominated

observers.

28.From the list below, select the two (2) instructional design principles that are
best applied to a face-to-face type of learning program.
☒ i. Incorporate a combination of group and individual learning

activities into your learning program.
☒ ii. Include assessment activities that require supervision.
☐ iii. Incorporate self-paced learning activities and reviews at

regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s nominated

observers.
29. Identify two (2) possible sources of learning and assessment materials.
i. An operational workplace
ii. RTO’s and training organisations

30.Identify two (2) examples and two (2) sources of pre-developed activities
which you can use in designing and developing learning programs.
i. Example: 1. External learning and assessment resource providersACSF

assessment tasks developed by resource providers
ii. Example 2. Learning and assessment materials already in use at the
organisationWorkplace tasks
iii. Source: External RTO’s

iv. Internal documents

31. Outline the methodology followed in developing the following:
i. New learning activities

ii. Related learning materials
i. Methodology for developing new learning activities:

Consider the client’s needs and learning objectives for the learning
Develop preliminary activities/content
Consult with stakeholders and gather input
Create the activities/prototypes
Delivery
Evaluation
ii. Methodology for developing related learning materials

Consider the client’s needs and learning objectives for the learning
Review related learning materials
Consult with stakeholders and gather input
Adapt the activities
Delivery
Evaluation
32. Outline the methodology followed in documenting learning activities and

related learning materials.
Confirming the program content

Organise the content into chunks
Sequence the lessons
Writing learning outcomes for each session
Develop activities and allocate time frames for each session
Decide how material delivered will be reviewed/practices/assessed and allocate
timeframes for this

33. List three (3) modes and three (3) methods of delivering learning programs.
i. Modes of delivery:
Face-to-face
Online
Blended
ii. Methods of delivery:

Interactive
Trainer centered
Learner paced

34. Listed in the table below are policies, legal requirements, codes of practice
and national standards that impact training and assessment in the VET
sector. Identify whether these are a policy, legal requirement, code of practice
or national standard by writing:
P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.
N i. Standards for Registered Training Organisations
L ii. Financial Viability Risk Assessment Requirements
p iii. Australian Qualifications Framework
C iv. First Aid in the Workplace

35. The following statements are about policies, legal requirements,
commonwealth legislation, codes of practice and national standards that
impact training and assessment in the VET sector.
i. The Fit and Proper Person Requirements only apply to the

F executive officer of the applicant for registration as an
NVR registered training organisation
ii. The Australian Skills Quality Authority (ASQA) is the

national regulatory body that ensures the quality of VET
T Providers, Accredited Courses, CRICOS and ELICOS
providers. It was established under the National
Vocational Education and Training Regulator Act 2011.
iii. The VET Quality Framework (VQF) is the set of nationally

T agreed quality assurance arrangements for training and
assessment services delivered by training organisations.
iv. Compliance with the Standards for Registered Training

T Organisations (RTOs) 2015 is a requirement for all ASQA
registered training organisations, and for applicants
seeking registration.
F T v. ‘How to manage work health and safety risks’ is a Code of

Practice.

36. The following are statements about commonwealth and state/territory
legislation.
T i. The Vocational Education and Training Act 1996 is the

state legislation for VET in Western Australia.
ii. The Vocational Education and Training (Commonwealth

F Powers) Act 2010 is the state legislation for VET in
Queensland.
T iii. The Training and Skills Development Act 2008 is the state
legislation for VET in South Australia.
iv. The Education and Training Reform Amendment (Skills)

T Act 2010 is the current state legislation for VET in
Victoria.

37. From the options below, select the three (3) options that are part of your duty
of care relating to work health and safety as relevant to your role in designing
learning programs.
☒ i. Collaborating and communicating with others to identify

and manage potential hazards of the learning program.
☒ ii. Assessing risks posed by potential hazards of the learning

program.
☒ iii. Deciding on controls that will be implemented to reduce or

eliminate the likelihood of an incident once training begins.
☐ iv. Ensuring that at least one of the training participants is

certified to administer first aid.

38.Consider an industry or a workplace setting and a work role you are familiar
with.
a. Describe the WHS risks associated with working in this industry and
work role.
b. Discuss WHS considerations that you will need to incorporate if you
will be assigned to design learning program for this work role and
industry.
Guidance: Sample responses have been provided for your reference.
Sample
Your responses:
responses:
Warehousing
Industry/workplace Individual Support
Storeman
Work role Aged care worker
Workers in this industry Workers are exposed to the risk

Associated WHS are commonly exposed to of interactions with forklifts in
risks manual handling hazards,
operation and could get crushed
infections, etc.
WHS Clear expectations need to be set

When designing learning
considerations that program for aged care for 3m exclusion zones around
must be workers, ensure that forklifts and other mobile plant.
incorporated if you learning program includes This can be included in the WHS
are to design a requirements for first aid to induction.
be readily available during
learning program training
for this industry

PRACTICAL ASSESSMENTS
The practical assessment demonstrates the skills required for the following units of
competency covered in this workbook:
1. TAEDES401 Design and develop learning programs
2. TAEDES402 Use training packages and accredited courses to meet client
needs
3. TAELLN411 Address adult language, literacy and numeracy skills
This assessment will facilitate your completion of the following requirements
relevant to the units included in this cluster through the following Projects:
 Case Study 1 – Catering Assistant Training
o Project 1 – Conduct training needs analysis 1
o Project 2 – Design and develop learning plan 1
o Project 3 – Evaluate Learning Program
 Case Study 2 – Housekeeping Assistant Training
o Project 4 – Conduct training needs analysis 2
 Case Study 3 – Cascade Peak Performance Training Institute
o Project 5 – Design and develop learning plan 2

Case Study 1 – Catering Assistant Training
Case Study 1 provides you with a detailed scenario and all the information you
will require to complete Projects 1, 2, and 3:
 Project 1 – Conduct training needs analysis 1
 Project 2 – Design and develop learning plan 1
 Project 3 – Evaluate Learning Program
SCENARIO
Man Power Training Services (MPTS)
You work as a trainer for Man Power Training Services (MPTS), a Registered
Training Organisation offering vocational training services for a range of clients
with different training needs.
Best Jobs Incorporated (BJI) is a non-profit organisation that helps people gain
employment in the Retail and Hospitality Industries at entry level.
BJI has approached MPTS to develop training that will help participants qualify
for employment in various hospitality settings.
Your task is to conduct a training needs analysis that will provide participants
with the necessary qualification to apply for an entry level position as a catering
assistant.
During your early consultation sessions with BJI, they requested that the
following elective units be included in the training:
SITHCCC001 Use food preparation equipment
SITXFSA001 Use hygienic practices for food safety
SITHCCC004 Package prepared foodstuffs
You are also required to create a learning program for the unit:
BSBWOR203 Work effectively with others
The training should take place over a twelve (12) month period [1200 hours, 52
weeks].

BJI’s contact details are:
best@jobsinc.org.au
(02) 5678 9101
The training can be held at BJI’s training centre which has all the necessary
resources to conduct the training and assessment.
Note the following candidate information:
1. Matilda Jeffries – Works well independently and with others.

Matilda completed a Senior Secondary Certificate last year but to
date has no work history.
2. Norman Howard – Has been a client of BJI for 2 years; however,
this will be Howard’s first placement for training purposes. Works
well with others. Left school after year 10 two years ago; based on
reports, he was a very good student.
3. Yon Leong – Just arrived from overseas and has extensive
experience working as a kitchen hand. English is her second
language and has never been in a training situation previously. Her
written and spoken English skills are sufficient, but she sometimes
has trouble when asked to read long texts.
4. Robert Bentley – Robert has been unemployed for 3 years
following an accident. Previously Robert ran his own small business
which was retail based. Robert wants to re-build his skills and has
jumped at this opportunity.
5. Eri Touma – Eri was born and raised in Japan. She moved to
Australia 1 year ago and has been studying English to help her gain
employment. Although she is able to understand written English
quite well, she is still having challenges conversing in English.
6. Shintaro Touma – Shintaro was born and raised in Japan. He
and Eri are siblings. He moved to Australia about 6 months ago. He
is able to converse in English sufficiently; however, his English
reading and writing skills are quite poor.
7. Thomas Fjelbonde – Danish student in Australia. His English
reading and writing skills are sufficient; however, his English
conversational skills are still a bit problematic. Thomas is enrolled
in an English Bridging Program in preparation for commencing his
Bachelors Degree.
8. Sherry Santos – Filipino student in Australia. Sherry is in her
second year of university completing a Bachelors Degree in
Business. She is very proficient in the written and spoken English.
Before coming to Australia, she used to work weekends at her
family’s small retail business in the Philippines.

All of the candidates have completed the LLN evaluation provided by BJI. They
have also mapped the results against the ACSF, the table of their results can be
found below.
Oral
Names Learning Reading Writing Numeracy
Communication
Matilda Jeffries 3 4 4 4 5
Norman Howard 4 4 4 4 4
Yon Leong 3 2 3 3 3
Robert Bentley 4 4 4 4 4
Eri Touma 4 3 3 2 3
Shintaro Touma 3 2 2 3 3
Thomas Fjelbonde 4 3 3 2 3
Sherry Santos 4 4 5 4 5
Other requirements of the client:

 Must be based on the qualification for catering assistant
 Must be in compliance with Man Power Training Services Quality
Assurance Policies located here:
MPTS Policy Manual

(Username: learner Password: studyhard)
 Must be in compliance with BJI’s Workplace Health and Safety

Policy located here:
BJI Workplace Health and Safety Policy


Project 1 – Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and conduct a
Training Needs Analysis for your client. Follow the instructions below to complete
the project.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client

Task 1
Determine the Work Role LLN Requirements of the training.

Using the job description and Work Role LLN Evaluation Form provided in the
links below, determine the Work Role LLN levels required for the catering assistant
role.
Catering Assistant Job Description

Note that you can remove the ACSF levels that are not appropriate for the training.
For example, if you selected ACSF Level 2 for Reading, you can remove the fields for
Reading ACSF Level 1, 3 – 5 from the template before submission. The same can be
done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 1 – WorkRoleLLNForm
NOTE: the template will be in Read-only form. Save a separate copy to your
computer and edit the document.
Work Role LLN Evaluation Form

Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They
must be briefed on the details of the assessment before you begin with the role-
play.
During your session with the client (volunteer) you must confirm the details
outlined in the TNA draft. You must:
 Advise the client of the training package, qualification and/or
accredited course selected to meet their training needs
 Advise the candidate of the elective units, skill sets or accredited

modules selected for the program, and provide your reasons for
selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before
beginning your session with the client (volunteer) you must brief them on the
details of the session. You must also provide them with the candidate instructions
and Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form
You must review the Participant Feedback Form before completing the task to get
an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’ field as a
trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved
By’ field as a representative of Best Jobs Incorporated. Note that both signatures
must be hand signed, print off the page that requires your signatures and scan
them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your session
with the client (volunteer):
 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and pronunciation
 using language appropriate to the audience, and

 using language that demonstrates cultural sensitivity and builds
and maintains understanding and rapport with the client
Assessor Guide 1 Version No.1.4 Produced 14 August 2017

Save the candidate’s (volunteer’s) completed Participant Feedback Form
using the filename:
Project 1 -TNAFeedbackForm

Task 2
Draft your Training Needs Analysis

This project requires you to conduct and document a Training Needs Analysis
(TNA) of the training requirements described in the case study scenario provided.
Draft your TNA using the template provided below. Remember to consider MPTS’s
quality assurance policies and procedures when completing your TNA. These were
provided for you in the Case Study.
Training Needs Analysis Template 1
1. Identify and source the training package, qualification and/or accredited

course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules of the
qualification.
3. Determine and review the following:

 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual units, or accredited modules to include in the

Training Needs Analysis. Read, analyse, and interpret the units or
accredited modules to determine if they meet the client’s needs.
5. Read and interpret the assessment information of the chosen training

package or accredited course.
6. Once complete, save your TNA using the filename:
Project 1 – TNA1

Training Needs Analysis 1
Guidance notes are provided for you in the template below for your reference.
NOTE: The template below is only provided for your reference. You are
required to complete the TNA as a separate document, to be submitted to
your trainer/assessor.

Training Needs Analysis
Client Training Requirements
Client Name
Contact Number
Contact Details
Email Address
Purpose of Program
Duration of Program
Number of Participants
Target Learner Group Guidance: Give a summary of the candidate or learner group
Overview and information here.
Characteristics
Training Specifications
Training Package Title Guidance: Identify the training package you have selected that
would best suit the client’s needs
Code and Title of Guidance: Identify the qualification or accredited course you
Qualification have selected that would best meet the client’s needs. Include
both the qualification code and title.
Licensing Requirements
Pre-requisites
Qualification Rules
AQF Levels:
Qualification Framework
1 | 2 | 3 | 4 | 5 | 6 | 8
Summary
Knowledge
Skills
AQF Level Requirements Application
of
Knowledge
and Skills
Course Packaging
Guidance: Select as suitable combination of units using the packaging rules. Note that the
selection of elective units must reflect the job outcome of a Catering Assistant.
Core/Elective Unit Code Unit Name
Choose an item
Choose an item
Choose an item
Choose an item
Choose an item
Choose an item
Core Skills Learner Profile
Oral
Communication
Learner Group Skill Levels

Core Skill Levels of Units
Core Skill Levels for
Workplace
Core Skill Levels for Training
LLN Support Required
Guidance:
You are required to identify at least two resources that can support the LLN skill development of
the target learners. Note these resources beside the relevant learner. Where no LLN support
resources are required, note ‘N/A’
Support Required
Name
(resources, specialist consultation, etc.)
Document Created By
Name Position Organisation Signature Date
Approved By

Task 3
Seek and use advice from specialist LLN practitioners

1. Source specialist LLN support for the program you are developing. List the
details of two (2) LLN specialists. Draft an email to one (1) of the LLN
specialists you identified. Your email must be a request for training and
assessment idea that can help support the LLN needs of your learning
program participants.
The LLN specialists you list below must be real LLN specialist from a real
organisation.
Note that you do not have to contact the LLN specialist you sourced. Complete
the table below to simulate the task with your trainer/assessor.
Name/organisation Miss Geraldine Teakie

name: LLN Specialist
Contact details: 1800 506 509
Source of information: Official website

Name/organisation Reading Writing hotline
name:
Contact details: 1300 6 555 06
Source of information: https://www.readingwritinghotline.edu.au/

2. Draft your letter in the space provided below. It must be addressed to one (1)
of the LLN specialists you listed above.
Guidance: Simulate this requirement by completing the table below.
To Geraldine Teakle
TNA course
Subject
Hi Geraldine,
I am preparing to run a training course where 2

participants have scored low for reading and writing.
Message What advice could you give me for managing these 2

people’s LLN requirements?
Regards,
Luke McMahon
3. For the purposes of this assessment, this is the advice given to you by the
LLN specialists you accessed.
“You may consider running one session and then asking the participants if they are
having challenges keeping up with the training. You may want to get their feedback in
individual sessions so you could get more detailed feedback on their LLN challenges
during the session.
Should they find the course too difficult, you will have to discuss with them the challenges
they will potentially encounter in the duration of the training, including the possibility of not
being able to finish the course.
Another option you may consider is to have team teaching delivery in sessions that may
require extra LLN assistance for your participants.”
Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4
Note that the advice given to you must appear in your Learning Program.
4. Explain how you used the LLN advice to identify the LLN resources you will
use for your learners and learning program:

Hi Geraldine,
Thanks for the advice.
My plan is to run the class as normal with consideration of the 2

individuals. I will see how they go throughout the course on the first day
and make an assessment then for what help they may or may not need.
Kind Regards,
Luke McMahon

Project 1 Checklist
At the end of Project 1 you must have completed the following:
Complete
1. Work Role LLN Evaluation Form

☒
2. Training Needs Analysis Template 1

☒
Project 1 – TNA1
3. Participant Feedback Form
☒
4. Task 4 ☒

Project 2 – Design and Develop Learning Program 1
Project Overview
Project 2 requires you to develop a learning program for a group-based delivery that
meets the needs of your organisation or client as described in the case study provided,
based on the unit:
The learning program must be designed for the group of candidates identified in the
case study.
There is no specified ‘length’ of the learning program that you design for this project,
but it must be comprehensive enough to allow your assessor to see your ability to
‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective
learning progression.
☐ audio recording equipment
☐ templates provided in this Project
☐ a volunteer to play the role of your client

Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
2. Ensure that all unit requirements are addressed by the Learning Program
and Learning Program Schedule by completing the Competency Mapping
Template provided on the following pages.
3. Remember that you must document the Learning Plan in line with
organisational requirements by completing the Learning Plan template on
the following pages. You must also remember to follow the organisational
protocols, policies and procedures, which have been provided to you in
Case Study 1.

WHS Requirements
When identifying WHS concerns for the training environment at BJI, refer to the
photo provided below. Consider all possible WHS concerns that must be considered in
this training environment. You must identify two (2) in your Learning Program.
Click here to
access a
high-
resolution version of this photo.
Resources and Equipment

Identify at least three (3) resources and equipment needed for the training in an
industrial kitchen setting, be as specific as possible when listing sources for available
and required resources for the training.
Training and Assessment Staff Details
For the purposes of Project 2, you can list yourself as the trainer and assessor for this
learning program, with qualifications in Certificate I in Hospitality and Certificate IV
in Training and Assessment.
Program Duration
The allocated duration for delivering this program is three (3) weeks.

Learning Program 1
Plan your learning program using the learning program template below. Guidance
notes are provided within the template for your reference:
Learning Program
Client Name
Contact Number
Contact Details
Email Address
Purpose of
Program
Duration of
Program
(weeks)
Number of
Participants
Target Learner
Overview and
Characteristics
List all the learner
characteristics of
the group. Be as
detailed as
possible.
Program Title
Code and Title of
Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code Unit Title Core/Elective
Other Specification/s Included in the Training

Identify any specifications that will be included in the training, you can note how the training will be
contextualised here
Learner Additional Support Needs

List any additional support needs learners might need for their training (e.g. Does the learner have a
disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
Learner LLN Analysis

Oral
Learner Names Learning Reading Writing Numeracy
Communication
Matilda Jeffries
Norman Howard
Yon Leong
Robert Bentley
Eri Touma
Shintaro Touma
Thomas Fjelbonde
Sherry Santos
Overall Learner Group
Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level
requirements of the training. You may access the ACSF document to help in your determination of
this. It can be found at
https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
Oral
Learning Reading Writing Numeracy
Communication
Core Skill
Levels of Work Role
Overall Core Skill
Levels of Units
Overall Core Skills
Levels of the Training
If the learners require any LLN support list them here. Include details, if available, of any referrals to
specialists made.
Support Required
Learner Name

Identify all the resources and equipment learners will need, to complete the training. Identify where
the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/
Source
Equipment Available
List here the resources that are already available for the training.
Resources/
Source
Equipment Required
List here the resources that are not currently available and will need to be acquired for the training.
WHS Requirements of the Training Environment

Describe any WHS concerns for operating equipment or conducting training in the learning
environment.

Risk Control Plan
You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
For more information on these likelihood definitions please refer to the Incident Reporting Risk
Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Likelihood of Risk Control
Training Hazards Possible Severity of Incident
Incident Plan

Name Role Qualifications Held
Trainer
Assessor
Support Staff
Trainer
Assessor
Support Staff
Document Created By
Approved By

Learning Program Schedule and Competency Mapping
Mapping: TAEDES401 PC2.1 (p), 3.1(p),3.3, 4.2 (p), 4.1, 4.3 (p), PE1.0 (p) FS1.0, 2.0, 4.0, 7.0 (p)
Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject
matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program
For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
To complete this schedule, specify the date from which the program will start to its end date. Specify how long the training will last in hours and include
a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each
session.
Program Timeframe Date From: Date To:
Duration (hrs) 1200 hours
Session Schedule and Resources Required
Session
Session Name & Learning Learning Delivery

No.
Time Content Summary Equipment

Learning Outcome Activities Resources Method
Introduction to Food Preparation Learner will be guided

through the process of
The learner should, by the end of this confirming food prep
session, be able to confirm food requirements, identifying the Food prep
Guided
1 9:30 – 10:30 preparation requirements, identify appropriate knives to use for demonstration Handouts Knife set
facilitation
the appropriate knives to use for specific tasks, preparing food using knives
specific tasks, prepare food items items using knives, and
using knives, and confirm the confirming the cleanliness of
cleanliness of equipment before use. equipment before use.

To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include
session. The first row has been completed as guidance.
Program Timeframe Date From: 6/5/19 Date To: 21/5/19
Duration (hrs) 12
Session

No.

Learning Outcome/s Activities Resources Method
Identify own responsibilities and
duties in relation to workgroup
members and undertake activities
Monda in a manner that promotes Review of

Workplace
session y Develop effective cooperation and good relationships work Face to
documents Projector
1 2-4pm workplace relationships procedures face
Take time and resource and policies
constraints into account in fulfilling
work requirements of self and
others
Encourage, acknowledge and act Provide

Session Tuesday Develop effective on constructive feedback provided Feedback Forms and Projector and Group split
2 2-4pm workplace relationships by others in the workgroup forms for all guides whiteboard into pairs
learners
Session Monda Contribute to workgroup Workplace Workplace Whiteboard Group
3 y activities Provide support to team members policies and documents Butchers learning
procedures paper activity
to ensure workgroup goals are
met
2-4pm Contribute constructively to
workgroup goals and tasks
according to organisational
requirements
Share information relevant to work
with workgroup to ensure
designated goals are met

Sharing ideas Split into
session Tuesday Contribute to workgroup
Identify and plan and planning Plans Workbooks small
4 2-4pm activities
sessions groups.
strategies/opportunities for
improvement of workgroup in
liaison with workgroup
Seek assistance from workgroup

Monda members when issues, problems
y Deal effectively with Role play
session and conflict arise and suggest Audio
issues, problems and correct Script Pairs
5 2-4pm possible ways of dealing with them equipment
conflict behaviour
as appropriate or refer them to the
appropriate person
session Tuesday Deal effectively with Role play Script for Audio and Individual
6 2-4pm issues, problems and Respect differences in personal correct roleplay visual learning.
conflict behaviour sessions equipment set
values and beliefs and their up
importance in the development of
relationships
Identify any linguistic and cultural
differences in communication
styles and respond appropriately


Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the sessions in your
learning program schedule that will address each unit requirement. For example, if PC1.1, will be covered in sessions 1 and 2, tick
the boxes corresponding to sessions 1 and 2. ALL requirements must be addressed in the competency map.

Session - Competency Mapping
Session 6
Session 4
Session 3
Session 5
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session 2
Session 1
Element /
Unit Code
Performance Criteria
PC 1.1 Identify own responsibilities and duties in

relation to workgroup members and undertake
BSBWOR203
activities in a manner that promotes cooperation
and good relationships
PC 1.2 Take time and resource constraints into
account in fulfilling work requirements of self and
others
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in the
workgroup
PC 2.1 Provide support to team members to ensure
workgroup goals are met
PC 2.2 Contribute constructively to workgroup goals
and tasks according to organisational requirements
PC 2.3 Share information relevant to work with
workgroup to ensure designated goals ae met
PC 2.4 Identify and plan strategies/opportunities for
improvement of workgroup in liaison with
workgroup
PC 3.1 Respect differences in personal values and
beliefs and their importance in the development of
relationships
PC 3.2 Identify and linguistic and cultural
differences in communication styles and respond
appropriately

PC 3.3 Identify issues, problems and conflict
encountered In the workplace
PC 3.4 Seek assistance from workgroup members
when issues, problems and conflict arise and suggest
possible ways of dealing with them as appropriate or
refer them to the appropriate person

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Assessment Resources
Unit Code PE KE PC Assessment Methods Location Assessment Tools
(equipment, etc.)
Blenders, Food Processors,
 observation
Graters, Knife Sharpening
checklist
Equipment, Knives, Mandolin
Observation in simulated work BJI Training  assessor guide
1 Slicers, Measures, Mouli,
environment Centre  instructions to
Peelers, Corers or Slicers,
candidates and
Planetary Mixers, Scales,
assessors
Thermometers, Whisks
2.1 Choose an item.
2.2 Choose an item.
BSBWOR203 2.3 Choose an item.
2.4 Choose an item.
2.5 Choose an item.
3 Choose an item.
1 Choose an item.
2 Choose an item.
3 Choose an item.
1.1 Choose an item.
1.2 Choose an item.
1.3 Choose an item.
2.1 Choose an item.
2.2 Choose an item.
2.3 Choose an item.
2.4 Choose an item.
3.1 Choose an item.
3.2 Choose an item.
3.3 Choose an item.
3.4 Choose an item.

Supplementary Task 1 – Learning Program Resources
Source and review at least two (2) available learning resources from any of the
following:
 your workplace
 online
 from industry experts, and so on.
These learning resources must be relevant to the learning program you are
developing.
1. Submit the two learning resources that you have reviewed and found relevant to
the learning program you are developing. List the filenames of the two (2)
learning resources you are submitting and where you have sourced them in the
table below:
Learning Resources Sources
a) Minutes for lecture on conflict Project 2 – Learning Resource 1

resolution
b) Power Point about conflict Project 2 – Learning Resource 2

resolution
2. Explain how the learning resources you’ve selected are relevant to the learning
program you are developing. Also, describe the overall quality of the resources,
i.e. currency and reliability.
The lecture minutes can be given out as a handout and for referral information.
The power point presentation provides a different communication method
including visual aids.
3. Customise the learning resources.
You must customise the two (2) learning resources to the LLN needs of your
participants. Consider the following advice:
Advice 1
“Simplify the vocabulary used in your learning materials.”
Advice 2
“Use visual guides or images for your client.”
To complete this task, you must customise one (1) learning resource according to
one (1) advice given above. For example, you chose to customise Learning
Resource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.
In the table below identify which learning resource you will be customising
according to which advice.
Learning Resource Advice
1. Minutes for lecture – LR1 Advice 1
Advice 2 – but reduced the number

2. Power point – LR2 and layout of the pictures to suit
learners needs.
Once complete you must submit both the original and customised learning
resource using the following filenames:
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – ContextLR1

Supplementary Task 2 – Confirm Delivery Strategies
To complete this task, you will need one (1) volunteer to play the role of your client,
they must be briefed on the details of the assessment beforehand. Note that this can
be the same volunteer in Project 1.
You must walk the client (volunteer) through the competency standards (or other
training specifications the learning program is based on), delivery strategies,
required assessment methods and tools that you identified in the Learning Program
and Learning Program Schedule and Competency Map. You must also provide the
client with appropriate advice regarding the assessment requirements for the
competency standard.
During your session, your client (volunteer) must agree with the delivery strategies,
required assessment methods and tools you discuss with them.
You will be required to submit an audio recording of your session with the client
(volunteer) for assessment. Submit your audio recording as:
TAE40116 – Project2 – ConfirmationSession
Assessment Workbook 1 Version No.1.4 Produced 14 August 2017

Supplementary Task 2: Marking Result Form
This form is for you to complete. For a satisfactory result, the candidate’s audio
recording of their confirmation session with the client (volunteer) meets all the
criteria outlined below. A separate copy of the form must be completed. This can be
accessed here.
Once completed, sign and date the declaration field at the end of the form.
Project 2 Supplementary Task 2: Marking Result Form
Legend:
For each statement select,
S – Satisfactory, if the candidate has satisfactorily met the assessment criteria below
NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the assessment
criteria below
Once completed, sign and date the Assessor Declaration section at the end of the form.
Assessment Criteria S NYS
1. The candidate confirmed the delivery strategies with the client

☐ ☐
(volunteer).
2. The candidate confirmed the required assessment methods and tools

☐ ☐
with the client (volunteer).
3. The candidate used information and communications technology

☐ ☐
(ICT) based tools to complete this task.
4. The candidate confirmed the competency standards, or other

☐ ☐
training specifications the learning program is based on.
5. The candidate provided the client with appropriate advice on the

assessment requirements for the unit of competency the learners will ☐ ☐
be assessed against.
The candidate used appropriate communication techniques to

provide and elicit information from the client, confirm their
☐ ☐
understanding of the assessment requirements and communicate
conclusions with them.
Assessor Declaration
By affixing my signature below, I am declaring that this document is a true and accurate
record of the candidate’s performance.
Assessor Name: Assessor’s Signature:
Date:
Project 2 Checklist
Completed
1. Learning Program 1 ☒
2. Learning Program Schedule and Competency Mapping ☒
3. Supplementary Task 1 ☒
4. Learning Resources
TAE40116 – Project2 – LearningResource2 ☒
5. Confirmation Session Audio Recording

☒
TAE40116 – Project2 – ConfirmationSession

Project 3 – Evaluate Learning Program
Project Overview
This project requires you to review the complete program with key stakeholders
to find areas for improvement and make the adjustments as required. To ensure
successful completion of this project, follow the steps below and complete the
evaluation form provided on the following page.
☒ audio recording equipment
☒ a computer
☒ templates provided in this Project
☒ a volunteer to play the role of your client

Step 1
To complete this Project, you will need one (1) volunteer to play the part of your key
stakeholder. These may be the same volunteer that took part in the previous projects.
Where possible, find a volunteer with a Certificate IV qualification in Training and
Assessment. Write their name and contact information below.
Name Contact Number Email Address
Gillian Quevedo 1800 506 509 enquiries@inspireeducation.net.au
Your volunteer must be briefed about the details of the completed learning program
before proceeding with the task. You can provide them a copy of the Learning Plan,
the Competency Map, Learning Program Schedule, and other relevant documents
that will help you conduct the review of the learning program such as:
 units of competency
 training package
 LLN advice, and so on.
They must also be informed that your assessor may contact them for confirmation
purposes.
You must submit an audio recording of your review of the learning program with
your key stakeholder (volunteer) for assessment.
Review the program with your key stakeholder (volunteer). During your
conversation, you must seek feedback on the learning support you included in the
program. Once complete submit your audio recording using the filename:
TAE40116 – Project3 - Evaluation

Step 2
Review your completed learning program with your trainer/assessor by sending
them an email.
Send your trainer/assessor a copy of the Learning Program. Make sure to seek
feedback on the learning support you have included in the program. Send a copy of
your Learning Program, Learning Program Schedule and Competency Map along
with your email.
To complete this part of the project you must post a screenshot of your assessor’s
response here.
Screenshot

Step 3
Adjust your Learning Program, if necessary.

Look at the feedback you received from your key stakeholders and determine if you
need to adjust your Learning Program 1.
Do you need to make adjustments to your Learning Program 1?

☒ Yes
☐ No
If you do, revise your Learning Program 1 and submit this as:
TAE40116 – Project 3 – RevisedLP1

Project 3 Checklist
Completed
1. Step 1 ☒
2. Evaluation Session Audio Recording

☒
TAE40116 – Project3 - Evaluation
3. Step 2 ☒
4. Step 3 ☒

Case Study 2 – Housekeeping Assistant Training
will require to complete Project 4: Conduct a training needs analysis 2
SCENARIO
Best Jobs Incorporated (BJI) was very pleased with the training program you
have created for their Catering Assistant participants, and has also approached
Man Power Training Services (MPTS) to create the training program for their
Housekeeping Assistant Group.
You’ve been assigned to create the said program for BJI. Your task is to design a
plan that will provide participants the necessary qualifications to apply for an
entry level position as housekeeping assistants.
BJI is looking to train eight (8) candidates in line with nationally recognised
standards through a relevant certificate 1 qualification.
The overall training should take place over a six (6) month period.
In line with the previous requirement for the catering assistant program, the
following units must be included in the course, and must be grouped together in
one learning program:
SITXCCS001 Provide customer information and assistance
and
This will allow participants from the Catering Assistant Training Group join the
sessions without having to take units only specific to the training for housekeeping
assistants.
The training can be held at BJI’s training centre which has all the necessary
resources to conduct the training and assessment.

Note the following candidate information:
1. Vicky Sheokeen
Vicky is born and raised in India. He moved with his brother, Kapil to
Australia to work as housekeeping assistants for a local hotel run by their
uncle. Vicky still requires assistance in understanding written and spoken
English.
2. Kapil Sachdeva
Kapil is Vicky’s brother, and is also born and raised in India. They moved
together to work as housekeeping assistants for local hotel run by their
uncle. Like Vicky, Kapil also still requires assistance in understanding
written and spoken English.
3. Juan Pedro
Juan Pedro is a Filipino student in Australia looking for a part time job as a
housekeeping assistant while completing his studies. English is his second
language.
4. Jiyoon Jeong
Jiyoon is born and raised in Korea. She has been staying in Australia for
the past year as a full-time student, learning English as second language.
Her English reading and writing skills are sufficient to complete the
training; however, she still struggles a bit with her English listening and
speaking skills and still requires an English dictionary handy. She wants to
work as housekeeping assistant.
5. Eunji Park
Eunji is born and raised in Korea but is attending her 3 rd year in university
in Australia. English is her second language. She is comfortable with
reading and writing in English but sometimes has trouble when conversing
with others. She will be taking a year off from school and wants to work as
housekeeping assistant during this period.
6. Adam Martin
Adam Martin just finished high school in Australia and is looking to work
as a housekeeping assistant before pursuing higher education. He has not
had any formal vocational training.
7. Stella Chapman
Stella Chapman completed a couple of freshman units at a local university
studying culinary arts before giving birth to her first child. She wants to
work part time as a housekeeping assistant.
8. Betty Christopher
Betty Christopher is a catering assistant and would like to expand her skills
by completing the housekeeping assistant training too.

Other requirements of the client:
 Must be based on a current certificate 1 qualification and current
units
 Must be based on qualifications for housekeeping assistants
 Must also include the following unit:
SITXWHS001 Participate in safe work practices
 Must be in compliance with BJI’s Workplace Health and Safety

Policy located here:
BJI Workplace Health and Safety Policy

 Must reflect the results of the results of the LLN Assessments
conducted by BJI and MPTS for the clients.
Oral
Communication
Vicky Sheokeen 2 1 1 2 2
Kapil Sachdeva 2 1 1 2 3
Juan Pedro 3 3 3 3 3
Jiyoon Jeong 4 2 2 3 2
Eunji Park 4 3 3 2 3
Adam Martin 4 3 3 3 3
Stella Chapman 3 3 3 3 3
Betty Cristopher 4 4 3 3 3

Project 4 – Training Needs Analysis 2
Project Overview
This project requires you to conduct and record a Training Needs Analysis
(TNA) on BJI’s training requirements described in the case study scenario
provided. To ensure successful completion of this project, follow the steps
provided below.
☒ audio recording equipment
☒ a volunteer to play the role of your client

Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided in the
links below, determine the Work Role LLN levels required for the housekeeping
assistant role.
Housekeeping Assistant Job Description

Note that you can remove the ACSF levels that are not appropriate for the
training. For example, if you selected ACSF Level 2 for Reading, you can remove
the fields for Reading ACSF Level 1, 3 – 5 from the template before submission.
The same can be done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
Work Role LLN Evaluation Form

Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They
must be briefed on the details of the assessment before you begin with the role-
play.
During your session with the client (volunteer) you must confirm the details
outlined in the TNA draft. You must:
 Advise the client of the training package, qualification and/or
accredited course selected to meet their training needs
 Advise the candidate of the elective units, skill sets or accredited

modules selected for the program, and provide your reasons for
selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before
beginning your session with the client (volunteer) you must brief them on the
details of the session. You must also provide them with the candidate instructions
and Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form
You must review the Participant Feedback Form before completing the task to get
an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’ field as a
trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved
By’ field as a representative of Best Jobs Incorporated. Note that both signatures
must be hand signed, print off the page that requires your signatures and scan
them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your session
with the client (volunteer):
 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and pronunciation
 using language appropriate to the audience, and

 using language that demonstrates cultural sensitivity and builds
and maintains understanding and rapport with the client

Save the candidate’s (volunteer’s) completed Participant Feedback Form
using the filename:

TNA Participant Feedback Form
Legend:
For each statement select,
Y – Yes, if the candidate met the assessment criteria below.
N – No, if the candidate did not meet the assessment criteria below
Once completed, sign and date the Declaration section at the end of the form. Note that
you must include your contact details, the assessor may contact you to confirm your
responses.
Assessment Criteria Y N
1. Did the candidate clearly identify your characteristics? ☐ ☐
2. Did the candidate confirm your training needs? ☐ ☐
3. Did the candidate use simple and understandable language when

☐ ☐
providing you information?
4. Did the candidate use simple and understandable language when

asking you questions, asking for your opinions or confirming your ☐ ☐
understanding during the session?
5. Did the candidate use simple and clear language when confirming
your understanding of the training requirements during the ☐ ☐
session?
6. Did the candidate confirm their plans and required outcomes of

☐ ☐
the training with you?
7. Did the candidate successfully source information relevant to your

☐ ☐
training needs?
8. Did the candidate successfully analyse and interpret information

☐ ☐
that was relevant to your needs?
9. Did the candidate was able to demonstrate the following during

your conversation
 active listening
 adequate comprehension ☐ ☐
 appropriate use of grammar, vocabulary and pronunciation

when asking for information or coming to conclusions about your
needs?
10. Did the candidate use language that demonstrated cultural

☐ ☐
sensitivity and helped build understanding between you?
11. Did the candidate identify and respond to problems and ☐ ☐

opportunities for improvement during their session with you and
considered different approaches to solve them?
Declaration
By affixing my signature below, I am declaring that this document is a true and accurate
record of the candidate’s performance. I declare that the name and contact information I
state below are my own (not the name assigned to me during the role-play session).
Client’s Name: Client’s Signature:
Contact Details:
Date:

Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs Analysis
(TNA) of the training requirements described in the case study scenario provided.
Draft your TNA using the template provided below. Remember consider MPTS’s
quality assurance policies and procedures when completing your TNA. These were
provided for you in the Case Study.
Training Needs Analysis Template 2
1. Identify and source the training package, qualification and/or accredited

course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules of the
qualification.
3. Determine and review the following:

 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual unit, or accredited module. Read, analyse, and
interpret the unit or accredited module to determine if it meets the client’s
needs.
5. Read and interpret the assessment information of the chosen training

package or accredited course.
6. Once complete, save your TNA Draft.

Project 4 Checklist
At the end of Project 4 you should have completed the following:
Completed
1. Work Role LLN Evaluation Form

☒
2. Training Needs Analysis Template 1

☒
Project 1 – TNA1
3. Participant Feedback Form

☒

Case Study 3 – Cascade Peak Training Institute
will require to complete Project 5: Design and Develop Learning Program 2

SCENARIO
Cascade Peak Performance Training Institute (CPPTI)
You are working as a Trainer and Assessor for Cascade Peak Performance Training
Institute. The manager from Adventure Events Marketing (AEM) has contacted
you and asked you to develop a learning program for the unit BSBCMM401 Make a
Presentation for eight (8) of their staff. They want to ensure that their staff take a
standard and consistent approach to preparing presentations.
Your brief is to contextualise the unit specific to the needs of the client:
- Presentation strategies commonly used at work:
 Oral presentation
 Demonstration
- Standard presentation formats used at work:
 PowerPoint
 Storyboards
- Preferred visual aids by clients:
 Diagrams, charts and posters
 Whiteboard
You must also consult the contextualisation guidelines for the BSB Training
Package, which you can access here:
BSB Implementation Guidelines

(Click on the link and refer to the latest release of the Implementation Guide)
AEM manager Neville Swanson has also provided the following information on the
target participants:
1. Henry Lock
- Worked 5 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
2. Joanne Bontley
- Employed in the contact centre for 2 years starting as a consultant
and recently transferred to the Training team.
3. Sei Leong
- Just arrived from Hong Kong to join AEM Marketing Team with
extensive experience in event sales and management.
- English is her second language.
4. Jerry Hiva
-Sales Supervisor in AEM’s contact centre for 1 year and would like
to develop within the organisation to become the contact centre
manager.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the contact centre.
7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-year
internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on his second of a three-year
internship program
- English is his second language.
Neville also advised that AEM’s specialist LLN practitioner has appraised the unit
and has provided this tool outlining the required Core Skill levels for the unit:
ACSF Level
Unit/element Learning Reading Writing Oral Numeracy
BSBCMM401 4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 3.09 3.10
Some things you need to know to complete this task are:

 AEM has a documented Workplace Health and Safety Policy located
here:
AEM Workplace Health and Safety Policy
 The training must be conducted in a 2-day workshop with the

assessment tasks to be built into the workshop.
 AEM does not currently have any existing learning program resources
you can use for this training.
 The Work Role LLN Evaluation fields in this learning program can be
left empty as the participants are a mixed group with different work

roles. When determining the Core Skills Level of the Training, follow
the Core Skill Levels of the Unit.
 BJI has already conducted LLN Evaluations of the candidates the

results are provided for you below.
Oral
Communication
Henry Lock 4 4 4 4 4
Joanne Bontley 3 4 4 4 3
Sei Leong 3 4 4 4 4
Jerry Hiva 4 4 4 4 4
Tom Crockett 2 4 4 4 3
Abigail Ciscar 3 4 4 4 4
Minh Liu 4 4 4 4 4
Sam Yang 4 4 4 4 4
Project 5 – Design and Develop Learning Program 2
Project Overview
Project 5 requires you to develop a learning program for a group-based delivery
that meets the needs of your organisation or client as described in the case study
provided, based on the unit:
BSBCMM401 Make a presentation
The learning program must be designed for the group of candidates identified in
the case study.
The learning program must be comprehensive enough to allow your assessor to see
your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a
safe, effective learning progression.

Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
2. Ensure that all unit requirements are addressed by the Learning Program
and Learning Program Schedule by completing the Competency Mapping
Template provided on the following pages.
3. Note that you must contextualise the unit of competency to the

specifications of the training. Remember to use the information from the
client and contextualisation advice from the training package developer,
both are provided for you in Case Study 3.

Learning Program 2
Plan your learning program using the learning program template below. Guidance
notes are provided within the template for your reference:
Learning Program
Client Name
Contact Details Contact
Number
Email Address
Purpose of
Program
Duration of
Program 2 days
(weeks)
Number of
8
Participants
Target Learner
Overview and
Characteristics
List all the learner
characteristics of
the group. Be as
detailed as
possible.
Program Title
Code and Title of
Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code Unit Title Core/Elective
Choose an item
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will
be contextualised here. Note that when contextualising the training consider the information
provided to you by the client and consider any contextualisation advice produced by the training
package developer.
Learner Additional Support Needs

List any additional support needs learners might need for their training (e.g. Does the learner
have a disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
Learner LLN Analysis

Oral
Communication
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang
Overall Learner Group
Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level
requirements of the training. You may access the ACSF document to help in your determination of
this. It can be found at
https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
Oral
Learning Reading Writing Numeracy
Communication
Core Skill
Levels of Work Role
Overall Core Skill
Levels of Units
Overall Core Skill
Levels of the Training
If the learners require any LLN support list them here. Include details, if available, of any
referrals to specialists made.
Support Required
Learner Name

Identify all the resources and equipment learners will need, to complete the training. Identify
where the resources/equipment will be sourced (e.g. purchased online, available in training
venue, etc.)
Resources/
Source
Equipment Available
List here the resources that are already available for the training.
Resources/
Source
Equipment Available
List here the resources that are not currently available and will need to be acquired for the
training.
WHS Requirements of the Training Environment

Identify all the resources and equipment learners will need, to complete the training. Identify
where the resources/equipment will be sourced (e.g. purchased online, available in training
venue, etc.)
Guidance: You visited the training venue provided by the client and took the following photos for
your records. In the table below, record identified hazards and potential risks, and provide a risk

control plan. You must identify at least three (3) training hazards based on the photo below.
Risk Control Plan

You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
For more information on these likelihood definitions please refer to the Incident Reporting Risk
Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training Likelihood Risk Control
Possible Severity of Incident
Hazards of Incident Plan

Name Role Qualifications Held
Trainer
Assessor
Support Staff
Trainer
Assessor
Support Staff
Document Created By
Approved By

Learning Program Schedule & Competency Mapping
Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject
matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program
For your reference, below is an example of how to fill in the fields in the template:
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a
brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.
Duration (hrs) 1200 hours
Session No.

Learning Outcome Activities Resources Method
Introduction to Food Preparation

Learner will be guided through
the process of confirming food
The learner should, by the end of this
prep requirements, identifying
session, be able to confirm food Food prep
the appropriate knives to use Guided
1 9:30 – 10:30 preparation requirements, identify the demonstration Handouts Knife set
for specific tasks, preparing facilitation
appropriate knives to use for specific using knives
food items using knives, and
tasks, prepare food items using knives,
confirming the cleanliness of
and confirm the cleanliness of
equipment before use.
equipment before use.

To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include
session. The first row has been completed as guidance.
Duration (hrs)
Session

No.

Learning Outcome/s Activities Resources Method


Mapping: TAEDES401 PE1 (p)
Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the sessions in your
Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will be covered in Sessions 1 and 2, tick
the boxes corresponding to Sessions 1 and 2. ALL requirements must be addressed in the competency map.
The first rows of each template have been filled in as guidance.
Session - Competency Mapping
To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a session/s. The first two
rows have been filled for guidance.
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session 4
Session 6
Session 2
Session 3
Session 5
Session 1
Element /
Unit Code
Performance Criteria

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Assessment Resources
Unit Code PE KE PC Assessment Methods Location Assessment Tools
(equipment, etc.)
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Supplementary Task 1 – Compare Training Packages
1. Compare the current BSB Training Package to its superseded version on
training.gov.au. Identify at least three (3) changes that have been made to the
Training Package. List these changes below.
 Foundation skills section is in BSBCMM401 release 1 and not
BSBCMM401A
 Unit mapping information section is in BSBCMM401 release 1 and not
BSBCMM401A
 Application section is in BSBCMM401 release 1 and not BSBCMM401A
Addition of the following units of competency
BSBXCM301 Engage in workplace communication
BSBXCM401 Apply communication strategies in the workplace
BSBXCM501 Lead communication in the workplace
2. Look at BSBCMM401 and compare it to its superseded equivalent. Identify at

least three (3) changes that have been made to the unit of competency. List these
changes below.
Required skills and Knowledge section in BSBCMM401A has been changed into
the Foundation skills section in BSBCMM401 that is easier to map the assessment
criteria.
Evidence Guide in BSBCMM401A changed into the Assessment requirements in
BSBCMM401.
Removal of range statement in BSBCMM401A and addition of Unit Mapping
Information in BSBCMM401.
3. After comparing the current and superseded units, determine if you need to make
changes to the Learning Program you have developed for this unit of competency.
Tick the correct box below.
Do you need to make changes to the Learning Program you have developed?
☐ Yes
☒ No
If you selected yes, submit your rectified Learning Program as:

Project 5 – LPv2.0
You can access a copy of the Learning Program Template here:
Learning Program Template

Supplementary Knowledge Questions
1. List two (2) examples of critical LLN skills essential to workplace

performance in the Marketing industry. Complete the table below:
Guidance:
 In the “LLN Skill” column, write “L” for Learning, “R” for Reading,
“O” for Oral Communication, “W” for Writing, and “N” for
Numeracy.
 In the “Details” column, write specific tasks demonstrating the
skills
 In the “Workplace Application” column, explain how the skill
relates to the workplace
LLN Skill Details Workplace Application

Writing Creating marketing documents Using applications like Microsoft
Power Point, marketers will be
putting together materials to
market their products.
Reading Research of marketing Marketers will need to research
requirements their target markets which will
involve a lot of reading.
Marketers will need to read a lot
of varied resources to gather the
information they need.
LLN
Details Workplace Application
Skill
Marketers will need to constantly learn
Learn new techniques for marketing
Learning new techniques and processes to stay
their services or products
relevant
Marketers will need to make

Oral Making presentations
presentations to sell their product
As part of the research function of their

roles, marketers will need to use
Numeracy Analysing market data numbers and calculations to analyse the
data to put together reports and
projections.

2. List two (2) examples of cultural sensitivities and two (2) examples of social
sensitivities relevant to communicating with individuals who are identified
as requiring LLN support:
2.1 Cultural sensitivities

i. First language not English
ii. Highly oral cultural background
2.2 Social sensitivities
i. Limited formal education
ii. Disrupted education

3. Explain two examples of techniques you use for evaluating your own
training and assessment practice
3.1 Technique 1:
Learner feedback forms can be filled in anonymously and can provide
assessment of my own performance
3.2 Technique 2:
Use validations meetings with staff and LLN specialists to review
learning program documents after completing the course to ensure you
have covered off on all the required content and make necessary
adjustments if gaps are identified.

4. Identify possible sources of resources, strategies and LLN support in your
own organisation.
In the spaces provided below the possible internal sources of LLN resources,
strategies and LLN support in your organisation. You must identify two (2)
of each and include any procedures you must follow when accessing them.
LLN Resources
Source: LLN evaluation questionnaire can be obtained from my

supervisor or manager.
Email sent to supervisor asking for the LLN evaluation

questionnaires. Supervisor sends it to me and then I need to have
the learners complete the forms so I can have a LLN expert review
Procedures: the data and provide advice on the best techniques I need to use
to teach the Datalearners. Data to be gathered in compliance with
the organisational privacy policy and stored using correct naming
conventions
Source: Work role LLN evaluation form can be accessed from the
organisation that is having the training completed or arranged. As
a trainer I could also complete the evaluation but may possibly
need to access a support service for advice.
Work Role LLN evaluation form provides an in-depth analysis of

the LLN requirements and support available for a role in an
organisation. It details the reading, writing, learning, numeracy
and oral communication levels required for a particular role. This
Procedures: can then be cross referenced with the LLN evaluation
questionnaire to assess if a learner is going to require additional
assistance to complete the learning.
Data to be gathered in compliance with the organisational privacy
policy and stored using correct naming conventions
Learning Strategies
Source: Scaffolding techniques built into the learning resources such as

the power point presentation.
These are documents that the RTO has developed, and they would
Procedures: keep copies on file. Speak to my manager for approval to access
and then access from the shared drive that contains all the
learning resources.
Trainers use this method to take a learner from their current

understanding to the required level of learning or skill level
through a structured and supported process.
Trainers provide support by demonstrating, explaining and
engaging the learners. They explain why it is important and show
them in a step by step way to meet the learning outcomes
Source: Assessment resources, methods and timing are specified in the

training program and the training program can be accessed on the
shared drive for that training package being delivered.
Procedures: They detail what resources are required, the methods used and
timing of assessment that the RTO identified will give the learners
the best chance of successfully completing their studies. Ensure
learners are provided with sufficient resources, trained using the
correct methods and timing.
LLN Support
Source: Mentoring from an LLN specialist that we have working for us.
I need to seek approval from my line manager after completion of

the LLN assessment forms shows that a learner needs additional
assistance with LLN. Get a purchase order number so the LLN
specialist can book their time to helping me. I then need to
schedule time to meet with the specialist and have some questions
Procedures:
ready to ask.
LLN specialist to work with trainers to increase their knowledge

and skills in supporting the learners with LLN difficulties
Source: Joint planning An organisation such as the Reading Writing

Hotline can provide resources for LLN support for learners.
Procedures: The Reading Writing Hotline can be called and is a free referral
service for adults that need help with reading, writing or basic
maths. They can be contacted on 1300 6 555 06 or through their
website and can also provide resources for LLN workplace

trainers.
LLN specialist to assist trainers plan training and assessment
strategies for learners or groups of learners with LLN difficulties
Project 5 Checklist
At the end of Project 5 you should have completed the following:
Completed
1. Learning Program 2 ☒
2. Learning Program Schedule and Competency Mapping ☒
3. Supplementary Task 1 ☒
4. Supplementary Knowledge Questions ☒

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s submission against the checklist below:
The candidate has completed all the assessments in the workbook
and has submitted all of the required evidence:
Knowledge Assessment
Case Studies
Case Study 1 – Catering Assistant Training
Project 1 – Conduct training needs analysis 1
Project 2 – Design and develop learning plan 1
Project 3 – Evaluate Learning Program
Case Study 2 – Housekeeping Assistant Training
Project 4 – Conduct training needs analysis 2
Case Study 3 – Cascade Peak Performance Training
Institute
Project 5 – Design and develop learning plan 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the
candidate must successfully complete all the requirements listed above according
to the prescribed benchmarks.
End of Document


Luke McMahon TAE40116 1.DesignCluster v4

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Assessment Workbook 1

Date Summary of modifications made Version

Version 1 final produced following

Updated Questions and Case Studies to

Updated Questions and Case Studies to

Minor corrections in Learning Program

Updated link for Implementation Guide

added a comment on Case Study 1

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

WHAT IS COMPETENCY BASED ASSESSMENT

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

The principles of assessment

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The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Why make a reasonable adjustment?

Reasonable adjustment applied to participation in teaching, learning and

Assistive / Adaptive Technologies

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client

This subject also partially addresses the requirements of:

For complete copies of the above units of competency:

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

The student to provide:

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

PHONE: 0447 755 661

Please read the Candidate Declaration below and if you agree

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

i. The AQF provides the standards for Australian qualifications,

☐ ii. The AQF has seven (7) AQF qualification levels.

iii. The AQF lists the requirements for issuance of AQF

☐ v. The volume of learning is 3 - 4 years across all AQF levels.

vi. The AQF Levels describe the complexity, depth of achievement

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

AQF Qualification Description

i. Graduates at this level will have advanced and integrated

ii. Graduates at this level will have broad and coherent

iii. Graduates at this level will have factual, technical,

iv. Graduates at this level will have technical and theoretical

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

AQF Qualification Characteristics/Overview

i. Graduates at this level will have well developed cognitive,

ii. Graduates at this level will have a broad range of cognitive,

iii. Graduates at this level will have foundational cognitive,

iv. Graduates at this level will have a range of cognitive,

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Role Function Responsibility

Australian Advise on the

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

Assessor Guide 1 Version No.1.6 Produced 13 September 2018

☒ i. Investigating complaints against VRQA registered

☐ ii. Accrediting vocational education and training (VET)

☒ iii. Regulating apprenticeships and traineeships in their state.

☐ iv. Auditing of RTOs to ensure they comply with the