Unit of competency Outline

Date retreived
22/07/2026 1:11 AM AWST

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Design and develop learning strategies

Design and develop learning strategies

Unit of competency
National Code
TAEDES501A
State Code
S7795
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
12/10/2011
View on TGA
State Implementation and Classification
Approved Date
13/03/2012
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
13/03/2012
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to design, develop and review learning strategies.
Notes
Elements and Performance Criteria
1. Determine the parameters of the learning strategy
  • 1.1 Clarify the purpose of the learning strategy, likely target groups and their learning needs
  • 1.2 Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option
  • 1.3 Consult with relevant people to confirm the parameters of the learning strategy
2. Develop the framework for the learning strategy
  • 2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark
  • 2.2 Analyse industry or organisation documentation to determine additional and supporting requirements
  • 2.3 Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery
  • 2.4 Use appropriate learning theories and instructional design principles to support the learning strategy design
  • 2.5 Identify and document broad content headings
  • 2.6 Consult to modify and confirm the framework
  • 2.7 Develop the review process for the learning strategy
3. Devise the content and structure of the learning strategy
  • 3.1 Elaborate on and document each content heading to form an overview of content to be addressed
  • 3.2 Sequence the content to support learning and determine overall timelines within operating constraints
  • 3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved
  • 3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context
  • 3.5 Identify and document operational requirements
4. Review the learning strategy
  • 4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation
  • 4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy
  • 4.3 Make recommendations and changes based on outcomes of the review processes, where appropriate, and document these
  • 4.4 Make modifications and document as part of a continuous improvement strategy
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Industry or organisation documentation may include:
workplace policies and procedures
internal competency specifications
existing training or learner support materials
existing course information and curriculum
industry codes of practice, guidance notes and other industry information on hazard and risk control
business and risk management strategies
job descriptions
regulatory requirements related to the job, including licensing
outcomes of organisational training needs analyses
documented research relating to potential content
contextualisation rules of relevant endorsed industry Training Packages
relevant Training Package support materials.
Options for design may include:
addressing each unit of competency separately unit by unit within a qualification
clustering units into meaningful combinations to create an integrated learning framework for a skill set or qualification
building from less complex to more complex tasks, skills, knowledge, learning objectives and outcomes
designing around work structures, work organisation and work activities
project-based learning models
synthesising knowledge and skill requirements across the skill set or qualification.
Measures may include:
participant feedback
feedback from clients and industry bodies
enrolments
completion rates
Statements of Attainment, competencies achieved, qualifications awarded
return business
development of language, literacy and numeracy skills as measured by the Australian Core Skills Framework (ACSF).
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
present a minimum of two examples of learning strategies designed by the candidate with differentiated design structures in each that:
reflect the specific requirements of the qualification or skill set, and
reflect client needs and contexts of application
implement at least one learning strategy
document a review which provides outcomes and evidence of continuous improvement.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment

Guidance information for assessment
Replaces
State Code National Code Title Type
C9568 TAADES501B Design and develop learning strategies Unit of competency
Replaced By
State Code National Code Title Type
AWY75 TAEDES501 Design and develop learning strategies Unit of competency