1.1 Taedes401_taedes402 - Written Questions Task V1.2 (1) 36535o
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
TAEDES401 Design and develop learning programs &
TAEDES402 Use training packages and accredited courses to meet client needs
Deg Learning Programs
Written Questions Task
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Learner Declaration Important Instruction You will need to complete this learner declaration before we can assess your work. You will also need to update the date every time you need to resubmit your work.
You do not need to print this page and sign by hand – typing your name in the signature field is considered equivalent to a signature. However, bear in mind that this only applies to you – the student. Where you require documents to be signed by other people, they will need to be hand signed.
Learner Declaration I declare that no part of this assessment is identical or has been copied from another person’s work, except for where I have referenced external sources. I declare that no part of this assessment has been written for me by another person. I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature.
Student full name:
Click or tap here to enter text.
Student signature:
Click or tap here to enter text.
(can be typed) Date submitted:
Click or tap here to enter text.
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Written Question Task Instructions How to get started – For each question, you must record your written response in the space provided. Before you start answering questions, make sure you have your Learner Manual open; it contains the information needed to answer most of the questions below. If you cannot locate your Learner Manual then us so we can help you – this course will be very difficult to complete without the Learner Manual. When looking at the questions try to identify a keyword or phrase in the question. With this key phrase in mind, go to the Learner Manual and see if you can find the relevant section. If you are using a digital copy of the Learner Manual, it can help to use the search function to find these key phrases in the materials. You can use the search function in the Learner Manual by pressing the “ctrl” and “f” keys at the same time (or the “command” and “f” keys if you are using an Apple computer). This will open a small box where you can enter your key phrase, then press enter to start the search. You may get multiple results, so you will need to review each one to decide which part of the Learner Manual contains the best information to answer the question. We will sometimes ask you to get information from a source other than the Learner Manual, but we will let you know in the question whether you should refer to a certain document or conduct your own research online. Be cautious when sourcing online information – it can be outdated or inaccurate. If you are unsure of the requirements of a question, a trainer using the online Discussion Boards, by sending us an email, or by giving us a call:
Discussion Boards are available through the website by logging into your student : http://ilearnonline.talentlms.com/
Email queries can be sent at any time to this email: [email protected]
For phone queries, you can call this number between 9 AM and 5 PM, Monday to Friday, Queensland time: 1300 737 006
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Now let’s get started…
Q1. What is the difference between a learning strategy and a learning program? Your response should be approximately 100 words in length.
Click or tap here to enter text.
Hint:
Consider which is developed first, and who is involved in development.
Q2. List four (4) reasons why a learner might complete a learning program.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
4
Click or tap here to enter text.
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Q3. Organisational, legal, and ethical requirements must be considered when developing a learning program in a VET context. Complete the table by providing an example of how a RTO can comply with each requirement. Your response should be approximately 150 words in length.
Example Federal
Click or tap here to enter text.
Legislation: State/Territory
Click or tap here to enter text.
Legislation: Organisational
Click or tap here to enter text.
Policy: National Codes
Click or tap here to enter text.
of Practice:
Hint:
That’s 150 words in total for the whole response, not 150 words for each part of your response
Q4. What are competency standards? Your response should be approximately 50 words in length.
Click or tap here to enter text.
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Q5. Why are competency standards used in the development of a learning program? Your response should be approximately 100 words in length.
Click or tap here to enter text.
Q6. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a practical approach for analysing and using competency standards to meet a client need. Your response should be approximately 150 words in length
Click or tap here to enter text.
Q7. According to the Standards for ed Training Organisations (RTOs) 2015, explain what is required of RTOs for each clause below. For this question, refer to a document in your ing Resources folder, “s' Guide - Standards for RTOs 2015”.
Explanation Clause 1.1:
Click or tap here to enter text.
Clause 1.2:
Click or tap here to enter text.
Clause 1.3:
Click or tap here to enter text.
Clause 1.4:
Click or tap here to enter text.
Clause 1.13:
Click or tap here to enter text.
Hint:
When quoting legal documents, you should quote word-for-word or you risk altering the meaning.
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Q8. Complete the table by describing the role and responsibility of each organisation. Provide the website link for each organisation.
Organisation
Explain as per the instructions above Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Australian
Role
Click or tap here to enter text.
Qualifications
Responsibility
Click or tap here to enter text.
Framework (AQF):
Website
Click or tap here to enter text.
Council of Australian Governments (COAG): Australian Industry and Skills Committee (AISC):
Industry Reference Committee (IRC):
Skill Service Organisation (SSO):
Australian Skills Quality Authority (ASQA):
ed Training Organisation (RTO):
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Independent research will be required for this question. When we talk about Role, we are Hint:
talking about an organisation or documents’ purpose – what do they do? When we talk about Responsibility, we are talking about the methods an organisation or document uses to fulfil its role – how do they do it?
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Q9. Complete the table below based on the following qualifications. Use the Australian Qualifications Framework 2013 document for assistance. For this question, refer to a document in your ing Resources folder, “Australian Qualifications Framework (AQF) 2013”.
Qualification
Complete as per the instructions above
Type
Certificate III:
Certificate IV:
Diploma:
Hint:
Relevant AQF level
Click or tap here to enter text.
Purpose
Click or tap here to enter text.
Knowledge
Click or tap here to enter text.
Volume of learning
Click or tap here to enter text.
Relevant AQF level
Click or tap here to enter text.
Purpose
Click or tap here to enter text.
Knowledge
Click or tap here to enter text.
Volume of learning
Click or tap here to enter text.
Relevant AQF level
Click or tap here to enter text.
Purpose
Click or tap here to enter text.
Knowledge
Click or tap here to enter text.
Volume of learning
Click or tap here to enter text.
The AQF is considered a legal document, so your answer should quote word-for-word
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Q10. What is the volume of learning as defined by the AQF? Your response should be approximately 50 words in length. Use the “Volume of learning – Explanation” document in your ing Resources folder.
Click or tap here to enter text.
Q11. List three (3) methods of tracking changes to training packages and accredited courses.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
Q12. When there are changes to training packages and accredited courses, what is the RTO’s obligations regarding transition requirements and documenting these changes?
Click or tap here to enter text.
Hint:
Documenting changes means updating documents – make sure you explain what internal documents an RTO must update during a transition.
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Q13. Describe the five (5) step process to develop new learning program materials and activities. Your response should be approximately 200 words in length.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
4.
Click or tap here to enter text.
5.
Click or tap here to enter text.
Hint:
That’s 200 words for your whole response, not 200 words for each step in the process
Q14. All trainers and assessors must check resource availability prior to any course commencement. List two (2) methods to determine whether learning materials or activities are currently available for use in a learning program.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
Q15. The mode of delivery can influence the content within a TAS. Complete the table below by:
Identifying two (2) different delivery modes and industries (e.g. construction, business)
For each Example, identify different learning resources, learning materials, and learning activities based on the delivery mode and industry
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Example 1
Example 2
Delivery mode:
Click or tap here to enter text.
Click or tap here to enter text.
Industry:
Click or tap here to enter text.
Click or tap here to enter text.
Learning
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Resources: Learning Materials: Learning Activities:
Learning Resources are things that are made for specifically for conducting training (such Hint:
as a learner manual). Learning Materials are things that may already exist in the workplace to be used for work purposes but can be used to help conduct training as well (such as tools and equipment).
Q16. List two (2) instructional design options for each delivery mode.
Instructional design options Online course
Classroom course Blended course (workplace and online training)
1
Click or tap here to enter text.
2
Click or tap here to enter text.
1
Click or tap here to enter text.
2
Click or tap here to enter text.
1
Click or tap here to enter text.
2
Click or tap here to enter text.
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Q17. List three (3) Work Health and Safety (WHS) considerations when deg a learning program.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
Q18. When conducting workplace training, the trainer must have some understanding of WHS in the work environment. What type of WHS knowledge would assist the trainer? Your response should be approximately 100 words in length.
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Q19. What is a training package? Your response should be approximately 50 words in length.
Click or tap here to enter text.
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Q20. What is the main difference between a training package and an accredited course? Your response should be approximately 100 words in length.
Click or tap here to enter text.
Hint:
Consider who develops each type of course, whether they can overlap, and copyright/intellectual property issues.
Q21. Go to www.training.gov.au and search for an accredited course. You will need to provide: •
The course code;
•
The course name;
•
The core and elective units of competency; and
•
Website link.
Explain as per the instructions above Course code:
Click or tap here to enter text.
Course name:
Click or tap here to enter text.
Core units:
Click or tap here to enter text.
Elective units:
Click or tap here to enter text.
Website link:
Click or tap here to enter text.
Due to copyright, the owners of accredited courses do not usually list their course details Hint:
on www.training.gov.au. You will be required to search for an accredited course on the course developer’s website to obtain the above information.
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There are instructions on pages 16-17 of the Learner Manual on how to search for Accredited Courses. Make sure you select the Accredited Courses section from the results on www.training.gov.au. You can tell if a course is an Accredited Course or a Training Package course by looking at the code: •
Training Package Qualification codes have 3 letters and 5 numbers. E.G. ABC12345
•
Accredited Course codes have 5 numbers and 2 or 3 letters, E.G. 12345VIC
Q22. Use the Standards for Training Packages document to complete the table by:
listing the relevant standard/s and
describing the role and purpose of each endorsed component Use the “Standards for Training Packages” document in your ing Resources folder to answer this question.
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Endorse
Complete as per the instructions above:
Component Unit of competency:
Assessment requirements:
Qualifications:
Credit Arrangements:
Hint:
Relevant
Click or tap here to enter text.
Standard/s Role & Purpose
Click or tap here to enter text.
Relevant
Click or tap here to enter text.
Standard/s Role & Purpose
Click or tap here to enter text.
Relevant
Click or tap here to enter text.
Standard/s Role & Purpose
Click or tap here to enter text.
Relevant
Click or tap here to enter text.
Standard/s Role & Purpose
Click or tap here to enter text.
This is a legal document, so your answers should quote word-for-word
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Q23. Complete the table by listing all mandatory and optional fields for each section.
Mandatory fields Unit of
Optional fields
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
competency Assessment requirements
Both the unit of competency and assessment requirements for each unit share a page on training.gov.au. In additional to looking at the information in the Learner Manual, it can help to look at an example of a unit of competency/assessment requirements to help answer this question, try this one: https://training.gov.au/Training/Details/FSKDIG01
Hint: However, we do not want examples from a specific unit of competency. Instead we want you to name the generic fields that are found in all units of competency/assessment requirements.
Looking at any unit, you will see a thick blue line that separates the “Unit of Competency” (above the blue line)…
… And the “Assessment Requirements” (below the blue line). Keep this in mind when considering whether a field is in the Unit of Competency or the Assessment Requirements.
Q24. Complete the table below by identifying two (2) competency standards in each section.
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Competency standards Units of
1
Click or tap here to enter text.
competency
2
Click or tap here to enter text.
Assessment
1
Click or tap here to enter text.
requirements
2
Click or tap here to enter text.
Just because two competency standards are always mentioned together doesn’t mean Hint:
they are a single entity – they are still two separate competency standards. Double check against your response to Q23 to ensure you’re allocating the competency standards to the correct section (unit of competency or assessment requirements).
Q25. Complete the table by explaining why the foundation skills, performance evidence and assessment conditions need to be covered in a learning program.
Explanation Foundation Skills:
Click or tap here to enter text.
Performance Evidence:
Click or tap here to enter text.
Assessment Conditions:
Click or tap here to enter text.
Q26. Describe how training packages can assist in setting a benchmark for training and assessment. Your response should be approximately 100 words in length.
Click or tap here to enter text.
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Q27. Identify two (2) places you can access information from training packages.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
Hint:
In other words, where can you access the training packages? Avoid listing places that only explain what training packages are, or list them but do not provide their information.
Q28. A training package will include both endorsed and non-endorsed components. List three (3) non-endorsed components that can assist RTOs in delivering the training package.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
Ensure you are listing some of the components and not the information contained within Hint:
the components. For instance, resource and equipment lists, version control and modification history, and mapping information are types of information that are included in one non-endorsed component: they aren’t components by themselves.
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Q29. Complete the table below by identifying and describing the four (4) dimensions of competency. Your response should be approximately 100 words in length.
Dimension of competency:
Description:
1
Click or tap here to enter text.
Click or tap here to enter text.
2
Click or tap here to enter text.
Click or tap here to enter text.
3
Click or tap here to enter text.
Click or tap here to enter text.
4
Click or tap here to enter text.
Click or tap here to enter text.
Hint:
That is 100 words for the whole response, not 100 words for each description of a dimension.
Q30. Complete the table by listing three (3) acceptable ways of contextualising a training package and three (3) unacceptable examples.
Acceptable contextualisation
Unacceptable contextualisation
1
Click or tap here to enter text.
Click or tap here to enter text.
2
Click or tap here to enter text.
Click or tap here to enter text.
3
Click or tap here to enter text.
Click or tap here to enter text.
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Outcome and Assessor STUDENT NAME:
First submission :
Reasonable adjustments
Yes
made:
No
Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
Second submission :
Reasonable adjustments
Yes
made:
No
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Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
Third submission :
Reasonable adjustments
Yes
made:
No
Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
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TAEDES402 Use training packages and accredited courses to meet client needs
Deg Learning Programs
Written Questions Task
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Learner Declaration Important Instruction You will need to complete this learner declaration before we can assess your work. You will also need to update the date every time you need to resubmit your work.
You do not need to print this page and sign by hand – typing your name in the signature field is considered equivalent to a signature. However, bear in mind that this only applies to you – the student. Where you require documents to be signed by other people, they will need to be hand signed.
Learner Declaration I declare that no part of this assessment is identical or has been copied from another person’s work, except for where I have referenced external sources. I declare that no part of this assessment has been written for me by another person. I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature.
Student full name:
Click or tap here to enter text.
Student signature:
Click or tap here to enter text.
(can be typed) Date submitted:
Click or tap here to enter text.
1.1 TAEDES401_TAEDES402 – Written Questions Task
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Written Question Task Instructions How to get started – For each question, you must record your written response in the space provided. Before you start answering questions, make sure you have your Learner Manual open; it contains the information needed to answer most of the questions below. If you cannot locate your Learner Manual then us so we can help you – this course will be very difficult to complete without the Learner Manual. When looking at the questions try to identify a keyword or phrase in the question. With this key phrase in mind, go to the Learner Manual and see if you can find the relevant section. If you are using a digital copy of the Learner Manual, it can help to use the search function to find these key phrases in the materials. You can use the search function in the Learner Manual by pressing the “ctrl” and “f” keys at the same time (or the “command” and “f” keys if you are using an Apple computer). This will open a small box where you can enter your key phrase, then press enter to start the search. You may get multiple results, so you will need to review each one to decide which part of the Learner Manual contains the best information to answer the question. We will sometimes ask you to get information from a source other than the Learner Manual, but we will let you know in the question whether you should refer to a certain document or conduct your own research online. Be cautious when sourcing online information – it can be outdated or inaccurate. If you are unsure of the requirements of a question, a trainer using the online Discussion Boards, by sending us an email, or by giving us a call:
Discussion Boards are available through the website by logging into your student : http://ilearnonline.talentlms.com/
Email queries can be sent at any time to this email: [email protected]
For phone queries, you can call this number between 9 AM and 5 PM, Monday to Friday, Queensland time: 1300 737 006
1.1 TAEDES401_TAEDES402 – Written Questions Task
V1.2
Page 3
TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Now let’s get started…
Q1. What is the difference between a learning strategy and a learning program? Your response should be approximately 100 words in length.
Click or tap here to enter text.
Hint:
Consider which is developed first, and who is involved in development.
Q2. List four (4) reasons why a learner might complete a learning program.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
3.
Click or tap here to enter text.
4
Click or tap here to enter text.
1.1 TAEDES401_TAEDES402 – Written Questions Task
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Q3. Organisational, legal, and ethical requirements must be considered when developing a learning program in a VET context. Complete the table by providing an example of how a RTO can comply with each requirement. Your response should be approximately 150 words in length.
Example Federal
Click or tap here to enter text.
Legislation: State/Territory
Click or tap here to enter text.
Legislation: Organisational
Click or tap here to enter text.
Policy: National Codes
Click or tap here to enter text.
of Practice:
Hint:
That’s 150 words in total for the whole response, not 150 words for each part of your response
Q4. What are competency standards? Your response should be approximately 50 words in length.
Click or tap here to enter text.
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Q5. Why are competency standards used in the development of a learning program? Your response should be approximately 100 words in length.
Click or tap here to enter text.
Q6. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a practical approach for analysing and using competency standards to meet a client need. Your response should be approximately 150 words in length
Click or tap here to enter text.
Q7. According to the Standards for ed Training Organisations (RTOs) 2015, explain what is required of RTOs for each clause below. For this question, refer to a document in your ing Resources folder, “s' Guide - Standards for RTOs 2015”.
Explanation Clause 1.1:
Click or tap here to enter text.
Clause 1.2:
Click or tap here to enter text.
Clause 1.3:
Click or tap here to enter text.
Clause 1.4:
Click or tap here to enter text.
Clause 1.13:
Click or tap here to enter text.
Hint:
When quoting legal documents, you should quote word-for-word or you risk altering the meaning.
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TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs
Q8. Complete the table by describing the role and responsibility of each organisation. Provide the website link for each organisation.
Organisation
Explain as per the instructions above Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Role
Click or tap here to enter text.
Responsibility
Click or tap here to enter text.
Website
Click or tap here to enter text.
Australian
Role
Click or tap here to enter text.
Qualifications
Responsibility
Click or tap here to enter text.
Framework (AQF):
Website
Click or tap here to enter text.
Council of Australian Governments (COAG): Australian Industry and Skills Committee (AISC):
Industry Reference Committee (IRC):
Skill Service Organisation (SSO):
Australian Skills Quality Authority (ASQA):
ed Training Organisation (RTO):
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Independent research will be required for this question. When we talk about Role, we are Hint:
talking about an organisation or documents’ purpose – what do they do? When we talk about Responsibility, we are talking about the methods an organisation or document uses to fulfil its role – how do they do it?
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Q9. Complete the table below based on the following qualifications. Use the Australian Qualifications Framework 2013 document for assistance. For this question, refer to a document in your ing Resources folder, “Australian Qualifications Framework (AQF) 2013”.
Qualification
Complete as per the instructions above
Type
Certificate III:
Certificate IV:
Diploma:
Hint:
Relevant AQF level
Click or tap here to enter text.
Purpose
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Knowledge
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Volume of learning
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Relevant AQF level
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Purpose
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Knowledge
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Volume of learning
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Relevant AQF level
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Purpose
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Knowledge
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Volume of learning
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The AQF is considered a legal document, so your answer should quote word-for-word
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Q10. What is the volume of learning as defined by the AQF? Your response should be approximately 50 words in length. Use the “Volume of learning – Explanation” document in your ing Resources folder.
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Q11. List three (3) methods of tracking changes to training packages and accredited courses.
1.
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2.
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3.
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Q12. When there are changes to training packages and accredited courses, what is the RTO’s obligations regarding transition requirements and documenting these changes?
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Hint:
Documenting changes means updating documents – make sure you explain what internal documents an RTO must update during a transition.
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Q13. Describe the five (5) step process to develop new learning program materials and activities. Your response should be approximately 200 words in length.
1.
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2.
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3.
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4.
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5.
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Hint:
That’s 200 words for your whole response, not 200 words for each step in the process
Q14. All trainers and assessors must check resource availability prior to any course commencement. List two (2) methods to determine whether learning materials or activities are currently available for use in a learning program.
1.
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2.
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Q15. The mode of delivery can influence the content within a TAS. Complete the table below by:
Identifying two (2) different delivery modes and industries (e.g. construction, business)
For each Example, identify different learning resources, learning materials, and learning activities based on the delivery mode and industry
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Example 1
Example 2
Delivery mode:
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Click or tap here to enter text.
Industry:
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Click or tap here to enter text.
Learning
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
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Resources: Learning Materials: Learning Activities:
Learning Resources are things that are made for specifically for conducting training (such Hint:
as a learner manual). Learning Materials are things that may already exist in the workplace to be used for work purposes but can be used to help conduct training as well (such as tools and equipment).
Q16. List two (2) instructional design options for each delivery mode.
Instructional design options Online course
Classroom course Blended course (workplace and online training)
1
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2
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1
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2
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1
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2
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Q17. List three (3) Work Health and Safety (WHS) considerations when deg a learning program.
1.
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2.
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3.
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Q18. When conducting workplace training, the trainer must have some understanding of WHS in the work environment. What type of WHS knowledge would assist the trainer? Your response should be approximately 100 words in length.
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Q19. What is a training package? Your response should be approximately 50 words in length.
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Q20. What is the main difference between a training package and an accredited course? Your response should be approximately 100 words in length.
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Hint:
Consider who develops each type of course, whether they can overlap, and copyright/intellectual property issues.
Q21. Go to www.training.gov.au and search for an accredited course. You will need to provide: •
The course code;
•
The course name;
•
The core and elective units of competency; and
•
Website link.
Explain as per the instructions above Course code:
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Course name:
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Core units:
Click or tap here to enter text.
Elective units:
Click or tap here to enter text.
Website link:
Click or tap here to enter text.
Due to copyright, the owners of accredited courses do not usually list their course details Hint:
on www.training.gov.au. You will be required to search for an accredited course on the course developer’s website to obtain the above information.
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There are instructions on pages 16-17 of the Learner Manual on how to search for Accredited Courses. Make sure you select the Accredited Courses section from the results on www.training.gov.au. You can tell if a course is an Accredited Course or a Training Package course by looking at the code: •
Training Package Qualification codes have 3 letters and 5 numbers. E.G. ABC12345
•
Accredited Course codes have 5 numbers and 2 or 3 letters, E.G. 12345VIC
Q22. Use the Standards for Training Packages document to complete the table by:
listing the relevant standard/s and
describing the role and purpose of each endorsed component Use the “Standards for Training Packages” document in your ing Resources folder to answer this question.
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Endorse
Complete as per the instructions above:
Component Unit of competency:
Assessment requirements:
Qualifications:
Credit Arrangements:
Hint:
Relevant
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Standard/s Role & Purpose
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Relevant
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Standard/s Role & Purpose
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Relevant
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Standard/s Role & Purpose
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Relevant
Click or tap here to enter text.
Standard/s Role & Purpose
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This is a legal document, so your answers should quote word-for-word
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Q23. Complete the table by listing all mandatory and optional fields for each section.
Mandatory fields Unit of
Optional fields
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
competency Assessment requirements
Both the unit of competency and assessment requirements for each unit share a page on training.gov.au. In additional to looking at the information in the Learner Manual, it can help to look at an example of a unit of competency/assessment requirements to help answer this question, try this one: https://training.gov.au/Training/Details/FSKDIG01
Hint: However, we do not want examples from a specific unit of competency. Instead we want you to name the generic fields that are found in all units of competency/assessment requirements.
Looking at any unit, you will see a thick blue line that separates the “Unit of Competency” (above the blue line)…
… And the “Assessment Requirements” (below the blue line). Keep this in mind when considering whether a field is in the Unit of Competency or the Assessment Requirements.
Q24. Complete the table below by identifying two (2) competency standards in each section.
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Competency standards Units of
1
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competency
2
Click or tap here to enter text.
Assessment
1
Click or tap here to enter text.
requirements
2
Click or tap here to enter text.
Just because two competency standards are always mentioned together doesn’t mean Hint:
they are a single entity – they are still two separate competency standards. Double check against your response to Q23 to ensure you’re allocating the competency standards to the correct section (unit of competency or assessment requirements).
Q25. Complete the table by explaining why the foundation skills, performance evidence and assessment conditions need to be covered in a learning program.
Explanation Foundation Skills:
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Performance Evidence:
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Assessment Conditions:
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Q26. Describe how training packages can assist in setting a benchmark for training and assessment. Your response should be approximately 100 words in length.
Click or tap here to enter text.
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Q27. Identify two (2) places you can access information from training packages.
1.
Click or tap here to enter text.
2.
Click or tap here to enter text.
Hint:
In other words, where can you access the training packages? Avoid listing places that only explain what training packages are, or list them but do not provide their information.
Q28. A training package will include both endorsed and non-endorsed components. List three (3) non-endorsed components that can assist RTOs in delivering the training package.
1.
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2.
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3.
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Ensure you are listing some of the components and not the information contained within Hint:
the components. For instance, resource and equipment lists, version control and modification history, and mapping information are types of information that are included in one non-endorsed component: they aren’t components by themselves.
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Q29. Complete the table below by identifying and describing the four (4) dimensions of competency. Your response should be approximately 100 words in length.
Dimension of competency:
Description:
1
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Click or tap here to enter text.
2
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Click or tap here to enter text.
3
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Click or tap here to enter text.
4
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Hint:
That is 100 words for the whole response, not 100 words for each description of a dimension.
Q30. Complete the table by listing three (3) acceptable ways of contextualising a training package and three (3) unacceptable examples.
Acceptable contextualisation
Unacceptable contextualisation
1
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Click or tap here to enter text.
2
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Click or tap here to enter text.
3
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Click or tap here to enter text.
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Outcome and Assessor STUDENT NAME:
First submission :
Reasonable adjustments
Yes
made:
No
Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
Second submission :
Reasonable adjustments
Yes
made:
No
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Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
Third submission :
Reasonable adjustments
Yes
made:
No
Details of reasonable adjustments (if applicable): Assessment outcome:
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and
Date:
signature:
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