TAEDES412 Design and develop plans for vocational training

PLA Task 01:Knowledge questions

1. Theories and principles of adult learning and instructional design.

Explain:

• your understanding of theories and principles of adult learning and instructional design
• how to incorporate these theories and principles to facilitate learning in a range of training situations.

2. First, access the Standards for Registered Training Organisations (RTOs) 2015 (SRTOs). Next, analyse Standard 1 of the SRTOs (SRTO1) and answer these questions.

a) Must RTOs cover all requirements of the unit of competency or accredited course module in the vocational training plans they develop and deliver?

b) Do the SRTOs specify how many hours of training are required for each unit of competency or accredited course module?

c) Where 2 different groups of learners want training in the same unit of competency, do the SRTOs require RTOs to deliver training in the same way to both groups?

e) Must all trainers who deliver training for an RTO hold TAE40122 Certificate IV in Training and Assessment?

3. Training and assessment strategies (TAS)

a) Explain what a TAS is—how does a TAS differ from a vocational training plan or delivery plan for a unit of competency?

b) List 5 items of key information that you would expect to find in a TAS.

c) Outline how you would use information in a TAS to guide how you design and develop plans for vocational training.

4. Explain how you could use Australia’s National VET Register—training.gov.au—to stay up to date with changes to training packages, qualifications or units of competency relevant to your industry or area of expertise.

5. Outline responsibilities trainers have for ensuring healthy and safe learning. To do this, answer these questions:

a)  What safety-related information are you responsible for providing learners with, either before or at the start of:

b)  Name two (2) common hazards and risks present in each environment listed below and describe one (1) way you could control each risk when facilitating learning.

1. Classroom-style training room environment

2. Workplace-based, on-the-job.First, describe a work environment relevant to your industry or area of expertise, where on-the-job learning may occur.

6. Describe the version control system that a RTOhas in place (or could have in place) to keep track of improvement or customisation of learning materials—include:

• How version information is (or could be) shown on learning materials.
• how an RTO tracks (or could track) the version history of a document, so you can easily identify what is the most recent version.
• How a RTO expects trainers and assessors to record details of changes they make when creating new versions of learning materials.

7. First, name one (1) learning topic relevant to your industry or area of expertise that you might train in-person, with a group or learners or with an individual: 

Next, assume that you are delivering training in the above topic. For each scenario below, describe one (1) facilitation technique you could use to ensure healthy, safe and inclusive learning for all learners.

a)  You will soon deliver a full day of in-person, classroom-based training in the above topic, with a group of 12 learners. You find out ahead of time that 6 learners need 15 minutes in the morning, plus 15 minutes in the afternoon, to go to a quiet space and pray.

b)  You are delivering a full day of in-person, classroom-based training in the above topic, with a group of 12 learners. By morning tea, you notice that some learners speak up frequently, and others tend to sit back and say nothing. You are unsure how those who are not speaking up, are progressing. What do you do?

c) Formative assessment activities- 

1. In your own words, explain what a formative assessment activity is.
2. Assume that you are facilitating learning for an individual (not a group) in the training topic you named above describe one (1) suitable formative assessment activity you could introduce to your learner.

Summary of Assessment Requirements

The PLA Task 01 assessment focuses on knowledge questions related to adult learning theories, instructional design, RTO Standards, training and assessment strategies, responsibilities of trainers, version control in learning materials, and facilitation techniques . Students are required to:

1. Explain theories and principles of adult learning and instructional design and demonstrate how to apply them in different training contexts.
2. Analyse Standard 1 of the Standards for RTOs (2015) and answer specific compliance-related questions.
3. Discuss Training and Assessment Strategies (TAS): definition, purpose, key information, and its role in guiding training plans.
4. Demonstrate how to use training.gov.au to keep up-to-date with industry requirements.
5. Outline trainer responsibilities for healthy and safe learning , including hazard identification and control measures in different environments.
6. Describe a version control system for RTOs to manage updates and improvements in learning materials.
7. Apply facilitation techniques in various scenarios to ensure inclusivity, safety, and engagement.
8. Explain formative assessment activities and provide examples in an individual training context.

Step-by-Step Mentor-Guided Approach

Step 1: Understanding Adult Learning and Instructional Design

The mentor first guided the student through major adult learning theories (e.g., Knowles’ andragogy, experiential learning, self-directed learning). The student learned how to link theory with practical instructional design by creating adaptable strategies for different learner needs and training environments.

Step 2: Analysing RTO Standards (SRTOs)

The mentor directed the student to review Standard 1 of the SRTOs (2015) , focusing on compliance requirements, competency coverage, trainer qualifications, and flexibility in delivery. The student practiced interpreting regulatory language into straightforward answers.

Step 3: Training and Assessment Strategies (TAS)

The student was guided to distinguish between TAS and vocational training plans. The mentor emphasized identifying five key inclusions (target learners, delivery mode, resources, assessment methods, and validation processes). The student then learned how to use TAS for designing vocational delivery.

Step 4: Using Training.gov.au

The mentor demonstrated step-by-step navigation of training.gov.au to check qualifications, units, and updates. The student practiced retrieving relevant package updates for their industry.

Step 5: Trainer Responsibilities in Safety and Inclusion

Together, they explored trainer duties such as providing safety briefings, recognizing hazards, and applying risk controls. The student applied this to classroom and workplace contexts, identifying hazards (e.g., slips, noise exposure) and suggesting practical controls.

Step 6: Version Control Systems

The mentor explained how RTOs manage document versions. The student learned how to record version numbers, track changes, and maintain up-to-date learning resources.

Step 7: Inclusive Facilitation Scenarios

For each scenario, the mentor helped the student identify practical facilitation strategies:

• Religious accommodations: scheduling breaks for prayers.
• Unequal participation: using pair/group work or directed questioning.
• Formative assessment: designing small, ongoing activities to monitor progress.

Step 8: Formative Assessment Activities

The mentor explained the purpose of formative assessments as tools for feedback and learner improvement. The student designed one such activity for an individual learner in their chosen training topic.

Final Outcome and Learning Objectives Achieved

Through this process, the student:

• Gained a clear understanding of adult learning principles and instructional design.
• Learned how to apply regulatory requirements (SRTOs) to real training contexts.
• Understood the structure and importance of TAS in guiding delivery.
• Practiced using training.gov.au for professional currency.
• Strengthened awareness of trainer responsibilities in safety and inclusivity .
• Understood version control systems for managing training resources.
• Applied inclusive facilitation strategies for different learner needs.
• Designed and explained a formative assessment activity .

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