Determine Techniques and Resources Relevant to Learning Objectives and Learner Characteristics 3

Page | 1

TAE40110 Templates

TABLE OF CONTENTS

LEARNING PROGRAM SUMMARY 1

DETERMINE TECHNIQUES AND RESOURCES RELEVANT TO LEARNING OBJECTIVES AND LEARNER CHARACTERISTICS 3

RESOURCES 4

PROGRAM DELIVERY PLAN 6

SESSION PLAN TEMPLATE 8

ORGANISATIONAL TIMELINE 10

PROFORMA

ASSESSMENT PLAN 11

ASSESSMENT PLAN (2) 12

ASSESSMENT TOOL 13

ASSESSMENT PLAN (continued) 14

ASSESSMENT TOOL (2) 15

VALIDATION ACTION PLAN TEMPLATE 17

COLLABORATION PLAN TEMPLATE 18

LEARNING PROGRAM COMPETENCY MAP 19

RISK CONTROL PLAN TEMPLATE FOR A LEARNING PROGRAM 20

LEARNING PROGRAM PLAN TEMPLATE 21

LEARNING PROGRAM CONTENT AND AGENDA 22

REVIEW STRATEGY FOR A LEARNING PROGRAM DRAFT 23

WORKPLACE LEARNING PLAN TEMPLATE 26

SESSION PLAN TEMPLATE (SKILL SESSION) 29

SESSION PLAN TEMPLATE (KNOWLEDGE SESSION) 30

QUALITY EVIDENCE CHECKLIST 31

ASSESSMENT PLAN (RPL ASSESSMENT) 32

ASSESSMENT PLAN 34

ASSESSMENT INTRUMENT TEMPLATE: OBSERVATION CHECKLIST 36

ASSESSMENT INTRUMENT TEMPLATE: WRITTEN QUESTIONS 37

ASSESSMENT INTRUMENT TEMPLATE: VERBAL QUESTIONS 38

ASSESSMENT INTRUMENT TEMPLATE: PROJECT 39

ASSESSMENT INTRUMENT TEMPLATE: RPL EVIDENCE PLAN AND ASSESSMENT CHECKLIST 40

COMPETENCY MAP (MATRIX) 41

ASSESSMENT BRIEF CHECKLIST 42

RECORD OF ASSESSMENT RESULTS 43

ASSESSMENT FEEDBACK FORM 44

TEMPLATE: RECORD OF ASSESSMENT VALIDATION 45

Page | 1

1. Learning Program Summary

Name of Training Organisation:
Title of Training Program
Client Name/Address
Client Contact Person and contact details
Requirements of the Learning Program
Context of the Learning Program
Scope Statement
How will I identify: / Related Document
Training needs
Learning characteristics
Learner support requirements
Constraints to delivery
Risks to delivery
People who need to be involved
Specific Learning Objectives / Learner Characteristics / Learner Support Needs
1.
2.
3.
Risks / Constraints / People Involved (Responsibilities)

2. Determine techniques and resources relevant to learning objectives and learner characteristics

Learning Objectives / Possible Delivery Techniques / Learner Characteristics / Selected Activities / How can they be contextualized?
1a.
1b.
etc

3. Resources

Selected Activities / How can they be contextualized? / Existing
Resources / New Resources Required
Selected Activities / How can they be contextualized? / Existing
Resources / New Resources Required

4. Program Delivery Plan

Session / Date/Time / Learning Objectives / Learning Activities / Resources
E: existing
N: New / Assessment Methods / OHS Issues / Trainers / Related Documents
1
2
3
4
Session / Date/Time / Learning Objectives / Learning Activities / Resources
E: existing
N: New / Assessment Methods / OHS Issues / Trainers / Related Documents
5
Confirmed By: / Signature: Date:

5. Session Plan Template

Name of Training Organisation: / Venue:
Title of Training Program / Date:
Client Name/Address / Time:
Client Contact Person and contact details / Trainer/s:
Delivery Strategy
Time / Strategy / Resources / Learning Objectives
Time / Strategy / Resources / Learning Objectives
Confirmed By: / Signature: Date:
Self-Evaluation:
Signature/Date:

6. Organisational Timeline

Week Commencing / Tasks
Resource / Venue Organisation / OHS / Comms. / Complete / Comment
Collection / Modification / Development
⁯
⁯
⁯
⁯

Page | 1

Assessment Plan

Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies – Part 2: Resource Guide (ANTA, 2002).

Assessment Plan (2)

Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies – Part 2: Resource Guide (ANTA, 2002).

Assessment Tool

Assessment Plan

Qualification
Name of RTO contact person / Telephone
ASSESSMENT PLAN
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency – elements to be assessed
Benchmarks for assessment:
Reasonable adjustments:
Specified variations or restrictions
Rules for verifying assessment decisions:
Identified hazards in the assessment environment and appropriate controls and reporting mechanisms:
OHS Requirements
Information on access and equity requirements:
Checklist for evaluation of work samples:

Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies – Part 2: Resource Guide (ANTA, 2002).

Assessment Tool (2)

Qualification
Name of RTO contact person / Telephone
ASSESSMENT PLAN
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency – elements to be assessed
Brief assessment of task:
Resources Required:
Instructions for Candidates:
Instructions for administering:
Benchmarks for assessment:
Reasonable adjustments:
Specified variations or restrictions on the assessment tool:
Rules for verifying assessment decisions:
Identified hazards in the assessment environment and appropriate controls and reporting mechanisms
OHS requirements:
Information on access and equity requirements:
Checklist for evaluation of work samples:

validation action plan template

Validation Issue / What action is required? / Who is responsible for this action? / When will this action be reviewed?
Comments:
Name: / Date:
Signature:

COllaboration plan template

When / Purpose / With whom? / Method / Desired outcome
1
2
3
4
5
6

learning program competency map

Program title
Unit/s of competency addressed
Delivery mode
Sessions
Session 1 / Session 2 / Session 3 / Session 4 / Session 5 / Session 6 / Session 7 / Session 8
Unit code and title:
1
2
3
4
5
6

Page | 1

RISK CONTROL PLAN TEMPLATE FOR A LEARNING PROGRAM

Name of learning program
Delivery mode / Training environment
Hazard / Risk / Control / Monitor

Page | 1

learning program plan template

Cover Sheet

Program name
RTO
Client
Purpose/Focus
Qualification
Competency standards
Prerequisites
Delivery mode
Program duration (total)
Assessment
Number of learners
Target learner group (profile)
Special needs
Venue and equipment required
Learning materials and other resources required
Pre-program information or pre-work
Program administration
People to be informed
OHS issues
Other logistics
Review mechanisms

continued

Page | 1

Learning program plan template, cont’d

learning program content and agenda

Session no. & Title / Time / Learning outcomes:
Learners should be able to… / Content (topics) / Delivery / Application/
Assessment / Resources

End of learning program plan template

review strategy for a learning program draft

Name of learning program
Principal developer/s
Focus of the review
Data to be collected
Method for gathering feedback
Stakeholders who will provide feedback
Method for reviewing, collating and summarising feedback
Recommended improvements to be approved by
Version control considerations
Ongoing review strategy

evaluation tool for a learning program draft

Name of program reviewed
Name of reviewer
Date completed

Instructions for the reviewer

Thank-you for helping to review this learning program!

1. Please use the space provided to answer all questions listed below.

2. Email your completed evaluation to by <date>.

1. Focus: Is the focus and purpose of the learning program clear and appropriate?
Strengths
Weaknesses
Recommendations
2. Competency requirements: Are all requirements of the unit/s of competency addressed in the content and structure of the program?
Strengths
Weaknesses
Recommendations
3. Chunking & sequencing: Does the learning sequence provide effective & manageable blocks of learning?
Strengths
Weaknesses
Recommendations
4. Activities: Are they interesting, relevant and appropriate to outcomes and learner characteristics?
Strengths
Weaknesses
Recommendations
5. Assessment: Are assessment points, methods and tools appropriate and effective?
Strengths
Weaknesses
Recommendations
6. Equity: Are equity needs effectively addressed?
Strengths
Weaknesses
Recommendations
7. OHS: Are risk areas and contingencies identified? Is the program safe and effective?
Strengths
Weaknesses
Recommendations

Any other comments?

workplace learning plan template

General information
Learner
Trainer
Date
Workplace
Reason for learning
Learning goals
Learner information
Date of pre-program consultation
Job title
Key duties
Learner characteristics / General
LL&N
Health issues
Learning preferences
Availability for training
Support needs

continued
Workplace learning plan template, cont’d

Logistics
Monitoring progress and assessing achievement of learning goals
Use of workplace routines to promote learning
Resources
OHS issues
Personnel to support the plan
Personnel to be informed
Administrative requirements
Review processes

continued

Workplace Learning Pathway
Phase 1:
Summary &
Duration / Dates/Times
Outcomes
Location
Activities
Assessment
Personnel
Phase 2:
Summary &
Duration / Dates/Times
Outcomes
Location
Activities
Assessment
Personnel
Sign-off
Trainer / (name) (signature) (date)
Learner / (name) (signature) (date)
Supervisor / (name) (signature) (date)

end of workplace learning plan template

session plan template (skill session)

Session title / Total time
Outcome
Resources
Preparation
Time / Activities
INTRODUCTION
I
N
T
R
O
S
BODY
Demonstrate
Practice
Summarise
Assess
CONCLUSION
O
F
F

session plan template (knowledge session)

Program
Session title / Total time
Outcome
Resources
Time / Activities / Resources
INTRODUCTION
I
N
T
R
O
S
BODY
Explain
Apply
Summarise
Assess
CONCLUSION
O
F
F

quality evidence checklist

Use this checklist to help determine whether or not evidence you have selected as the basis for assessment is of an acceptable quality.

Does the evidence identified as the basis for assessment: / Yes / No
1. Address all elements and performance criteria of the unit/s addressed? / r / r
2. Address all specific or critical aspects of evidence? / r / r
3. Address all required knowledge? / r / r
4. Address all required skills? / r / r
5. Demonstrate the relevant employability skills to an acceptable standard? / r / r
6. Include at least one source of direct or indirect evidence? / r / r
7. Include enough supplementary evidence to back up direct/indirect evidence? / r / r
8. Include evidence of products and processes? / r / r
9. Demonstrate the candidate’s ability to perform the task in realistic working conditions? / r / r
10. Demonstrate the candidate’s ability to perform the task over a period of time? / r / r
11. And finally... is it enough without being too much? / r / r

assessment plan (rpl assessment)

RTO
Date prepared
Candidate
Assessor
Competency standard/s
Process undertaken to determine evidence required (tick appropriate box)
r Meeting between assessor and candidate
r Other—describe:
Evidence to be submitted by candidate
1
2
3
4
5
6
7
8
How RPL evidence will be presented (tick appropriate box):
r as a written portfolio
r in an RPL interview—
anticipated duration: ______hours / r Practical assessment
r Other:
Assessment date/s
Assessment location
Venue requirements
Documentation required

continued
Assessment plan (RPL assessment), cont’d

OHS issues
People to be informed
Specialist support required? / r No
r Yes (describe):
Other issues?

Signed by:

______
Assessor date signed

______
Candidate date signed

assessment plan (training and assessment pathway assessment)

RTO
Date prepared
Program name
Competency standard/s
Candidate/s
Assessor/s
Assessment date/s & timeframes
Assessment procedure
Assessment location
Venue requirements
OHS issues
Documentation required

continued

Assessment plan (training and assessment pathway assessment), cont’d

People to be informed
Reasonable adjustments
Provision for specialist support
Other issues
Recording and reporting mechanisms
Review mechanisms

Signed by:

______
Assessor date signed

Approved by:

______
Authorising party (print name)

______
Signature of authorising party date signed

assessment instrument template: observation checklist

Instructions and requirements

● This checklist is to be completed by the assessor

● For a satisfactory result, all steps of the procedure must be performed to the standard described below.

Details of observation
RTO
Candidate name
Assessor name
Competency standard
Assessment date
Task/procedure observed
Observation checklist
Did the candidate: / Yes / No
1
2
3
4
5
6
7
Results
Overall performance / r Satisfactory r Not Yet Satisfactory
Feedback to candidate
Assessor signature / Date:
Candidate signature / Date:

assessment instrument template: written questions

Written test—
<Name and code of competency standard addressed or name of test>

Candidate name: ______date: ______

Instructions and requirements

Part A: True/False

Instructions: Circle the true or false beside each statement (1 point each)

1. / <statement here> / true / false
2. / <statement here> / true / false

Part B: Multiple Choice

Instructions:
Circle letters A, B, C or D below each statement to indicate the correct response (1 point each)

3. / <state question here>:
A <answer option 1>
B <answer option 2>
C <answer option 3>
D <answer option 4>

Part C: Short answer questions

Instructions: Answer the following questions—about ______page required per question.

4. / <Question here>

TOTAL SCORE: ______out of ______= ______%

OVERALL RESULT: r Satisfactory (score of _____% or higher)
r Not Yet Satisfactory (score of _____% or lower)

assessment instrument template: verbal questions

Verbal questioning instrument—
<Name and code of competency standard addressed or name of questioning instrument>

Candidate name: ______date: ______

Assessor name: ______

Instructions for assessors

● Please ask the candidate the questions below

● Document quality of answers provided by using the space and checklists provided below

● For a satisfactory result, <state requirements for satisfactory completion here>

Question 1:
Key information required for ‘satisfactory’ result (tick when provided) / Assessor notes / S / NYS
r
r
r
r
r
Question 2: Another question
Key information required for ‘satisfactory’ result (tick when provided) / Assessor notes / S / NYS
Key information required for ‘satisfactory’ answer / r

OVERALL RESULT: r Satisfactory (all questions answered to a satisfactory standard)
r Not Yet Satisfactory (not all questions answered to a satisfactory standard)