TAE50116 Vocational Education and Training: Develop A Training


Q1. A RTO (like Swinburne) must develop a Training and Assessment Strategy for each training product they are registered to deliver.

  1. What is a Training and Assessment Strategy?
  2. What information is included within a Training and Assessment Strategy?

Q2. Different learning strategies and resources may need to be developed for different delivery models or target groups. Explain the steps you would take to identify the target learners and their characteristics and learning needs?

Q3. What are some reasons that a Training Program might be needed for a client and/or their target learners?

Q4. Complete the following table

Training Package documentation

Accredited courses


Skills sets




Define what this is?




How are these similar?




How do these differ?




Q5. As a Course Designer how can you ensure that the Training Package documentation (i.e. Qualifications, Skillsets and Unit/s of Competency) are the most appropriate and relevant option for your client, their target learners and the industry they work in?

Q6. Instructional Design requires the development and design of many documents (such as Training and Assessment Strategy and other learning strategies like a Unit Outline, Delivery Plan, Session Plans, Learning Support Plans etc) to assist with the launch and implementation of a successful training program. Which clauses within the RTO Standards 2015 are relevant to Course Design and Development?

Q7. Explain how a Course Designer can adhere to other legal, organisational and ethical responsibilities whilst designing and developing a course and the associated training and assessment resources in relation to:

  • privacy and confidentiality (client/learner)
  • providing accurate industry information
  • Credit Transfers
  • duty of care under common law
  • copyright
  • industry and enterprise requirements including industry licensing arrangements (where relevant)
  • Continuous improvement

Q8. When it comes to designing learning strategies for an adult learning environment how can you incorporate the following learning theories and Instructional Design Theories and Models into your instructional design:

  • Behavioural learning theory
  • Cognitive learning theory
  • Experiential learning theory
  • Information processing theory
  • Blooms Taxonomy
  • Dick and Carey Model
  • Gagne’s 9 Events of Instruction

Q9. Provide an example (include sources) of current research on learning, in relation to the design of vocational education.

Q10. Instructional Design can require the Course Designer to develop the assessment approaches and their corresponding assessment instruments to support Competency Based Assessment.  

  1. What are the assessment pathways are available for learners to follow in order to gain competency?
  2. For each assessment pathway what assessment methods can be utlilised
  3. Explain why these are appropriate assessment methods for the assessment pathway.

Q11. Outline the key features of each qualification type within the Australian Qualifications Framework (AQF)

Q12. Explain how LLN can have affect Australian society when it comes to workplaces, education and the overall community.

Q13. The Australian Bureau of Statistics (ABS) has conducted some research into the LLN capabilities of Australians. Summarise some of the statistics that have been presented by the ABS.

Q14. Explain what the Australian Core Skills Framework (ACSF) is and briefly outline its structure.

Q15. Summarise the process that you follow to find out the level of LLN skills held by a learner group on enrolment or prior to the training delivery.

Q16. Explain how the ACSF might influence the creation or amendment of training and assessment materials.

Q17. Describe why you do/don’t think that ACSF is crucial in determining a learner’s vocational competency.

Q18. Outline at least two (2) resources available to help you support learners and build their LLN skills—e.g. consider relevant reference materials or other resources to help you help learners, or resources that you could direct learners to.

Q19. How can you ensure that you embed newly acquired knowledge and skill into your (and other Teachers/Trainers) LLN teaching and assessment practice?

Q20. Some of the ACSF skills refer to “meaning making” explain what this means?

Q21. Explain why some learners are capable in one situation and less capable in other situations.

Q22. It has been suggested that Teachers should have the knowledge and skills (in language, literacy and numeracy) at least to the ACSF levels determined for their programs. Explain if you agree or disagree with this statement

Q23. As a Course Designer (and Teacher/Trainer) it is important to consider the variety of ways in which a learner can approach (or read) texts?? List ways that the learner can approach reading.

Q24. Complete the following table and explain how the following factors influences our linguistic style when it comes to speaking and listening


How this factor influences listening and speaking

Job role

















Familiar/Abnormal Situations


Q25. Explain how you could influence or inspire other Teachers to extend their LLN practice in order to support their students more effectively?

Q26. Why do you think that you should approach Course Design like a project and develop a work plan or project plan?

Q27. Outline why a Course Designer should map out proposed content and assessment instruments.

Q28. What review processes should be conducted on learning and assessment materials during the course design process?

tag Read less

Leave a Reply

Your email address will not be published. Required fields are marked *