Curriculum Design and Development Course Workshop 3 Chapter

Curriculum Design and Development Course Workshop 3 Chapter 2: Design A Training Course

Learning Objectives • Describe approach in competency-based training • Determine training content • Form competency units into modules • Determine training mode, sequence and duration • Prepare course structure

Purpose of Design Phase • • Sets out main specifications of a course Facilitates course and resource planning and development later Community Services and Health Industry Skills Council

Competency–Based Training • Learning by doing • Perform to occupational CS • Training & assessment based on nationally recognised CS • Assessment is criterion-referenced CS~ Competency Standard

Determine Training Content consists of • Skills ~ derived from Performance Criteria (PC) • Knowledge ~ derived from Essential Knowledge (EK) • Attitudes ~ WSH and desirable work attitudes PC and EK are found in the Competency Elements of a Competency Unit. WSH ~ Workplace Safety & Health

Example : CU: CE 1 : Skills Content Apply Preventive Maintenance Operations Perform process plant equipment condition monitoring Performance criteria 1. 1 Follow safe working practices when performing condition monitoring activities in accordance with established organisational procedures (Extract from CS) Curriculum Outline • Interpret safety signs and symbols • Check condition of tools and equipment before use • Identify hazardous materials • Report unsafe work practices • Demonstrate use of safety devices and emergency equipment which may include fire extinguisher

Example: CU: CE 1 : Knowledge Content Apply Preventive Maintenance Operations Perform process plant equipment condition monitoring Essential Knowledge Curriculum Outline 2. 1 Health, safe working practices and procedures • Outline the major processes and products of a process plant • List the WSH Act provisions which apply to carrying out condition monitoring activities in an organization such as handling hazardous materials; and working with rotating equipment (Extract from CS)

Organise CUs to Form A Course Example 1. A course containing a single CU CU * Training & Assessment Statement of Achievement • Suitable for CET, working adults may choose the training as and when they need it • Training duration is short CU* ~ competency unit CET ~ continuing education & training

Organise CUs to Form A Course Example 2. A course formed by integrating several CUs CU CU CU Training & Assessment Module 1 Module 2 Full Certificate Award Module 3 Module 4 • Suitable for youths who can spend one or more years in a college studying full-time • The cluster of CUs should be of the same subject

Other Considerations Module sequence Mode of training Training duration

Module Sequence Independent Module can be taken in any order Sequential Module has to be taken after completion of the prerequisite module Sequencing Principles • Easy to difficult • Simple to complex • Concrete to abstract

Mode of Training Off-the-Job Mostly applied to pre-employment training done at colleges and centres. Structured On-the-job Training is conducted at the workplace taught by an experienced qualified worker. Theory lessons are conducted away from the worksite. Combination of Both Types

Training Duration • • Time spent on learning Practical Skills and Related Knowledge Estimate training time by analysing the curriculum - Lesson unit time in hours - Course overall time in hours • Training duration affects training cost

Prepare Course Structure • • A course structure is an outline showing the main specifications of a course. It provides the following information: q q q Course title Course aim Course duration Entry requirement Modules , duration and synopses. Refer to an example in the Notes

Thank You

Learning Activity Design a Training Course 1 Determine Curriculum Outline (30 mins) 2 Prepare a Course Structure (3 hours) Please refer to instruction sheet for details Time: • 3 ½ hours for group work • presentation and critique at Plenary session