CURRICULUM, TRAINING AND

ASSESSMENT GUIDE

WSQ Framework :

Version Number :

Effective Date :
Review Date :
Developer :
Custodian :

Copyright © 2010 SINGAPORE WORKFORCE DEVELOPMENT AGENCY

Copyright 2010. Singapore Workforce Development Agency. All rights reserved. This document is provided for the
explicit use and guidance of parties approved by WDA as information resource only. Any other use of this document
or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or
storage in a retrieval system in any form, electronic or otherwise, for purposes other than that expressly stated above
without the express permission of WDA is strictly prohibited.
Contents

Purpose of Guide ................................................................................................ .

PART I:
Chapter 1 Overview of the <<Name of Sector>>
1.1 Nature of Sector, Sub-Sector (if any)..........................................................
1.2 Skills, Education Profile and Nature of Employment, Typical Job Titles
in the Sector..................................................................................................
1.3 Expected Attitudes of Workers in the Sector................................................
1.4 Work Conditions and Context of Job Operations.........................................
1.5 Skills Gaps and Key Challenges facing the sector / industry

Chapter 2 <<Name of WSQ Framework>> and WSQ <<Title of Qualification>

2.1 Overview WSQ <<Title of Qualification>> .................................................. .
2.2 Key Features of the <<Title of Qualification>>.............................................
2.3 Importation of Elective Credits from Other WSQ Frameworks or Recognised
Equivalents
2.4 Target Audience ..........................................................................................
2.5 Recommended Learning Hours (RLH) ........................................................
2.6 Recommended Class Size, and Learner-Facilitator Ratio ...........................
2.7 Recommended Assessor to Candidate Ratio ..............................................

Chapter 3 Types of Programme

3.1 Programme Structure.......................................................................................

3.2 Packaging of Contents…………………………………………..........................
3.3 Qualification Requirements……………………………………..........................

Chapter 4 Key Delivery Advice ..........................................................................

4.1 Content Coverage ...................................................................................... .
4.2 Sequence of Coverage ............................................................................... .
4.3 Recommended Learning Strategies and Methods.......................................
4.4 Practicum ................................................................................................... .
4.5 Project Work ................................................................................................
Chapter 5 Key Assessment Advice .................................................................. .
5.1 Recommended Assessment Strategies and Methods ................................ .
5.2 Assessment Instruments and Tools............................................................ .
5.3 Graded Assessment ................................................................................... .

Chapter 6 Adult Educator Requirements ..........................................................

6.1 Trainer/Facilitator Requirements ................................................................ .
6.2 Developer Requirements ............................................................................ .
6.3 Assessor Requirements ............................................................................. .

Chapter 7 Summary of Mandatory Sections / Information ............................. .

Chapter 8 Resource Information ...................................................................... .

PART II:
1 Online WSQ Resources from WDA ............................................................ .
2 Glossary of Terms .......................................................................................
3 List of Acronyms ......................................................................................... .
4 Version Control Record .............................................................................. .

Annex A - Instructional Strategy Selection Chart

Other Annexes to be included here. Examples include assessment instruments and

tools
Purpose of Guide

This Guide is designed for WDA’s Approved Training Organisations (ATOs) and
Adult Educators who are responsible for the design and delivery of programs within
the <<Title of WSQ Qualification>> of the <<Name of WSQ Framework>>. This
Guide aims to provide essential curriculum, training and assessment design advisory
information, to guide developers, trainers and assessment in the interpretation and
translation of competency standards into training and assessment programme. The
Guide also contains training and assessment requirements stipulated by industry,
and WSQ accreditation information for compliance. It is divided into 2 parts:

Part I - Details specific recommendations and advice for <<Title of WSQ

Qualification>> programme developers.

Part II - Provides a broad spectrum of information about WSQ and related

components relevant to the <<Title of WSQ Qualification>> programme.

1
PART I

WSQ
<<Title of Qualification>>

2
CHAPTER 1: OVERVIEW OF THE <<NAME OF INDUSTRY SECTOR>>

This chapter describes the overview and nature of the industry sector, covering the
following key components:

1.1 Nature of sector and sub-sectors (if any)

This section describes what is the sector / industry all about, the characteristics,
breakdown of sub-sectors (if any), the composition of the workforce (is it RnF or
PMET forming majority) etc.

1.2 Skills, education profile, nature of employment, typical occupation titles

in the sector

This section describes the skills and education profile of the workforce, as well as the
nature of employment and typical occupation titles in the sector.

1.3 Expected attitudes of workers in the sector

This section describes the attitudes expected of the worker such as willingness to
work on shift, meticulous, service mindset etc.

1.4 Work conditions and context of job performance

This section describes the work environment and operation context of the workforce
in general. These could include working conditions such as operating under the hot
sun, in enclosed work areas, long standing hours, operating of machineries etc.

1.5 Skills gaps and key challenges facing the sector/industry

This section describes the challenges faced by the sector / industry and the skill
gaps.

CHAPTER 2: <<NAME OF WSQ FRAMEWORK>> AND WSQ <<TITLE OF

QUALIFICATION>>

This chapter describes the overview of the WSQ Framework and its qualifications,
covering these components:

2.1 Overview of WSQ <<Title of Qualification>>

This section provides a brief synopsis about the WSQ <<Title of Qualification>>, how
the <<Title of Qualification>> sits within the WSQ Framework, the competency units
under the Qualification, the WSQ level and the total credit values.

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2.2 Key Features of the <<Title of Qualification>>

This section describes the key features or characteristics of the <<Title of

Qualification>>. This may include features such as practicum component, usage of
graded assessment, action-learning project requirement, learning environment etc.

2.3 Importation of Elective Credits from Other WSQ Frameworks or

Recognised Equivalents

This section lists and explains the units that are imported from other WSQ
frameworks and those units that are recognized as equivalent to the units within the
<<Title of Qualification>>.

2.4 Target Audience

This section explains the target audience of this <<Title of Qualification>>.

2.5 Recommended Learning Hours (RLH)

(Mandatory Section)

This section proposes the total hours of competency-based training and

assessment, taking into account the time required for directed learning activities.
Directed learning is broadly defined as trainer/assessor-directed & purposefully
instructed to trainees to complete as part of instructional design of a structured
training & assessment programme. Any mandatory learning hours are to be
specified here. The specification of the RLH includes examples as follows:

 Facilitated training and assessment

 E-learning1 and assessment
 Structured On-Job-Training (OJT)
 Practicum or Project Work if any

2.6 Recommended Class Size and Facilitator-Learner Ratio

(Mandatory Section)

To recommend the maximum class size and facilitator-learner ratio for the various
relevant learning modes used. Any mandatory requirements are to be specified
here.

2.7 Recommended Assessor to Candidate Ratio

(Mandatory Section)

This section states the ratio of assessor to candidate. This ratio is dependent on the
complexity of job performance, safety requirements and experience of the Assessor.

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For E-learning to be considered as “directed learning”, the learning progress of trainees should be
tracked via audit trail, progress reports, etc

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CHAPTER 3: TYPES OF PROGRAMME

3.1 Programme Structure

This chapter provides an overview of the structure of the programme that is being
developed. It should include an explanation of the curriculum model and sequence
that have been selected for the programme, the various combinations of learning
modules including core, electives, specialized, imported and/or common units.

3.2 Packaging of Contents

This section describes how the various learning modules could be packaged. Three
possible ways of packaging WSQ programmes are illustrated here.

a. Programmes with One Competency Unit (Modular)

This section offers explanations to ATOs who are keen to offer programmes
developed based on only one competency unit (CU). There is little or minimal
correlation with other competency units. An illustration (Figure 1) is given
below.

Figure 1: Programme with One Competency Unit

Training and
WSQ CU1 SOA 1
Assessment

Developers should be discouraged from lifting of competency elements,

performance criteria or underpinning knowledge straight from the competency
standard and used them as learning outcomes. Developers should first
examine what the learner should be able to perform at the workplace upon
end of training (learning outcomes), and unpack the competencies to the
learning outcomes accordingly.

b. Integrated Programme with Multiple Competency Units

In order to meet the needs of the learners, ATOs may want to consider
clustering two or more competency units into a single integrated
curriculum/training programme. The competency units must be selected
carefully in order to develop a learning programme that is meaningful and
relevant to the learners. Developers should develop integrated programme
when there is significant overlap of learning outcomes where integrated
programme would normally achieve time-savings for the learners. Specific
instructions on how to integrate and when to integrate should be explained in
this section.

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The sequencing of the learning content need not follow the sequence of
competency requirements in the competency standard documents. They may
be rearranged within the same or across different competency units as you
deem most appropriate for your learners. Nevertheless, the sequencing of
learning content should be logical and provide sufficient scaffolding for
training to be effective. Learners should not be made to go through the same
competency unit again as they progress from one training programme to
another once they have acquired the SOA. An illustration (Figure 1) is given
below.

Figure 2: Integrated Programme with Two Competency Units

WSQ Training
SOA1
CU 1 and
Assessment
WSQ (Programme A)
CU 2
SOA2

Note: If there are more elaborate or specific guidelines on packaging and

integration of programmes, FLD should either include the details here or
produce a separate advisory. To indicate so if there is a separate guide.

c. Integrated Programme with Multiple Competency Units

There may be situations whereby PCs, UKs and their respective Range of
Application are distributed to fit into modules where they are more holistically
delivered and assessed. There is a need for the curriculum designer to
synthesize related areas of knowledge and skills.

3.3 Qualification Requirements

This section will state the conditions for the learners to be considered as having
successfully completed the programme and be awarded the qualifications.

CHAPTER 4: KEY DELIVERY ADVICE

This chapter describes the following components:

4.1 Content Coverage

In developing the programme for any <<Title of WSQ Qualification>> competency

unit, ATOs should always make cross references to the Performance Statements

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(PS) or Competency Elements (CE) / Performance Criteria, Underpinning
Knowledge (UK), Range of Application and Evidence Sources sections as stipulated
in the <<Title of WSQ Qualification>> National Competency Standard.

The components of the Competency Standard and the interpretations are briefly
explained here.

For example,

The Range and Application and Evidence Sources reference to the Performance
statements and/or Underpinning Knowledge is usually accompanied by the
instructions “may include” or “must include":

“May include”
- Indicates that training providers are required to cover some (to indicate
percentage if relevant) of the suggested Range and Application items listed
when developing the <<Title of WSQ Qualification>> programme. (Mandatory
Section)

- The training provider may choose to add more Range and Application
items related to the corresponding Performance Statements and/or
Underpinning Knowledge as part of their <<Title of WSQ Qualification>>
programme development.

“Must include”
- Indicates that training providers are required to cover all of Range and
Application items listed when developing courseware.

- The training provider may choose to add more Range and Application
items related to the corresponding Performance Statements and/or
Underpinning Knowledge as part of their <<Title of WSQ Qualification>>
programme development.

4.2 Sequence of Coverage

If there is a particular recommended sequence of coverage or delivery of the

qualification to structure the administration and delivery of the programmes to
complement sequential learning order suited for the majority of the learners, it must
be stated here.

4.3 Recommended Learning Strategies and Methods

Curriculum developers are recommended to adopt the following structure for thinking
about and planning a learning strategy:

 Summarise the learning strategy

 In this learning strategy, what learning principles are being applied?
 What learning theories or learning design theories underpin this strategy?

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 How will this strategy resolve the identified learning problems? What is it
about the learning strategy that will cause people to change in a way that
resolves the learning problem?
 How would you describe the experience that learners will go through? How
will this experience support their learning?
 What methods or tactics are most likely to be used to support this
strategy?
 How will interface and media support this strategy?
 How will this strategy engage learners’ interests?
 How will this strategy assess learners’ progress or increased competence?

(extracted from www.networked-learning.com, accessed19 Sep 2010)

An example of instructional strategy selection for cognitive, affective and

psychomotor domains is given in Annex A.

A non-exhaustive list of recommended delivery methods is provided below.

 Role play
 Group Discussion
 Written Exercise
 Case Study
 Workplace Practice
 Presentation
 Action Learning
 Coaching / Mentoring

Where relevant and appropriate, the learning activities for the unit should be
designed to shape or cultivate the expected attitudes of the candidates and to
prepare them for their role in the sector.

Industry Requirements (Mandatory Section)

If a particular learning method is mandated by industry due to legal requirements, the

courseware developer must comply and adopt the learning method. For example,
clinical attachments must be adopted as a learning strategy as part of training of
healthcare professionals. If it is strongly recommended or widely adopted by
industry, the default choice of learning strategy should be applied. Frontline division
should always validate and verify with industry the delivery strategies, and be
specific and clear in this section.

4.4 Practicum

Practicum is defined as learning outside the classroom setting, which includes job-
related activities and stresses the practical application of theory and knowledge in a
field of study. If a practicum is structured into the qualification, details of how the
practicum is to be carried are stated here. The components to be covered as follows:

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 Structure of Practicum
 Key Roles and Responsibilities of Practicum Stakeholders
 Practicum Learning Contract (PLC)
 Evaluation of Learner’s Practicum Performance

4.5 Project Work

The Project Work is designed to offer the learner with an opportunity to apply the
knowledge and skills acquired through the units within the specialisation tracks in an
authentic workplace setting and is intended to be a collaborative effort between the
learner and the learner’s host organisation for the identification, development and
completion of a meaningful and practical work-based project, facilitated by the ATO.
If a Project Work is a qualification completion criteria within the programme, learners
are expected to complete this work-based project upon the successful completion
competency unit/s.

Key components to be covered are:

 Objective of the Project Work

 Implementation of the Project Work
 Deliverables of the Project Work
 Evaluation of the Project Work

CHAPTER 5: KEY ASSESSMENT ADVICE

This chapter describes the following components:

A description on the general guidelines and requirements for conducting assessment

is given in the reference WSQ resource websites in Part II of this document.

5.1 Recommended Assessment Strategies and Methods

A non-exhaustive list of assessment strategies and methods indicating the possible

assessment methods or combination of assessment methods, as illustrated in below,
can be used as a planning guide for determining the appropriate assessment
strategy for the respective performance statements and underpinning knowledge in
each <<Title of WSQ Qualification>> competency unit.

Individual Project Work

Role Play / Simulation

Interview/ Oral Questioning

Written Assessment

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Case Study

Practical Performance

Industry Requirements (Mandatory Section)

If a particular assessment method is mandated by industry due to legal
requirements, Assessment Plan developer must comply and adopt the assessment
method. If it is strongly recommended or widely adopted by industry, the default
choice of assessment methods should be applied. Frontline division should always
validate and verify with industry the assessment methods, and be specific and clear
in this section.
Training providers are encouraged to refer to the checklists such as those suggested
in the Annexes as tools for organising assessments for performance statements and
underpinning knowledge.

5.2 Assessment Instruments and Tools

Assessments instruments and tools will be required to conduct the assessment

planned. Samples and templates of these instruments and tools that the Frontline
Divisions or GSD deem relevant to the <<WSQ Qualification>> units can be included
in this section. Examples of such templates include:

 An Evidence Sources Checklist to serve as a reporting snapshot of the

types of evidence gathering that may be used.

 A Verbal Assessment Checklist to record answers to questions concerning

Underpinning Knowledge if this is used as an alternative to written
exercise.

 Written Assessment Checklists as an instrument for the recording of

answers to questions concerning the performance statements and
underpinning knowledge.

 A Recording and Reporting Assessment Table Format as an instrument

for the concise recording of competency and re-assessment information
concerning the Competency Unit.

5.3 Graded Assessment

Where Graded Assessment is introduced for the WSQ Framework, there should be
explanations and elaborations on the graded assessment scheme, marking scheme,
assessment rubrics and templates to be used, and how graded assessment should
be carried out.

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CHAPTER 6: ADULT EDUCATOR REQUIREMENTS (Mandatory Section)

This chapter articulates the Adult Educator (AE) requirements covering these
components:

6.1 Trainer/Facilitator Requirements

This section articulates the AE requirements covering these components:

Domain Qualification – For example, the AE should be competent in the WSQ

technical or vocational qualification, at an equivalent WSQ level or higher. This
should also include any mandatory or legal certification or qualification. This section
has to be validated by the industry.

Domain Work Experience – For example, the AE should possess minimum months
or years of domain work experience within the sector. This section has to be
validated by the industry.

WSQ Trainer/Facilitator Pedagogic Requirements – refers to the mandatory

qualifications for Adult Educators. This section has to be validated by the
industry.

WSQ Trainer/Facilitator Experience – refers to the minimum months or years of

relevant training delivery experience, and has to be validated by the industry.

6.2 Developer Requirements

This section articulates the AE requirements covering these components:

Domain Qualification – For example, the AE should be competent in the WSQ

technical or vocational qualification, at an equivalent WSQ level or higher. This
should also include any mandatory or legal certification or qualification. Alternatively,
a qualified and experienced developer can work in consultation with an SME in
developing a courseware. This section has to be validated by the industry.

Domain Work Experience – For example, the AE should possess minimum months
or years of domain work experience within the sector. This section has to be
validated by the industry.

WSQ Curriculum Developer Pedagogic Requirements – refers to the mandatory

qualifications for Adult Educators. This section has to be validated by the
industry.

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WSQ Curriculum Developer Experience – refers to the minimum months or years of
relevant curriculum development experience, and has to be validated by the
industry.

6.3 Assessor Requirements

This section articulates the AE requirements covering these components:

Domain Qualification – For example, the AE should be competent in the WSQ

technical or vocational qualification, at an equivalent WSQ level or higher. This
should also include any mandatory or legal certification or qualification. This section
has to be validated by the industry.

Domain Work Experience – For example the AE should possess minimum months or
years of domain work experience within the sector. This section has to be
validated by the industry.

WSQ Assessor Pedagogic Requirements – refers to the mandatory qualifications for

Adult Educators. This section has to be validated by the industry.

WSQ Assessor Experience – refers to the minimum months or years of relevant

assessment experience, and has to be validated by the industry.

CHAPTER 7: SUMMARY OF MANDATORY SECTIONS / INFORMATION

This chapter summarizes all the mandatory sections and required information, for
easy reference. ATOs / Adult Educators are expected to note the information
indicated in the following Sections and to comply with the stated requirements,
where appropriate:

Section Title
2.6 Recommended Learning Hours (RLH)
2.7 Recommended Class Size and Trainer-Trainee Ratio
2.8 Recommended Assessor to Candidate Ratio
4.1 Content Coverage
On percentage of items under Range and Application and Evidence
Sources to be covered
4.5 Learning Strategies and Methods - Industry Requirements
5.1 Assessment Strategies - Industry Requirements
6.1 Trainer Requirements
6.2 Developer Requirements
6.3 Assessor Requirements

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CHAPTER 8: RESOURCE INFORMATION

This chapter indicates the various literatures, journals, articles and researched
information on the various <<Title of Qualification>> competency units. The Harvard
Referencing Guide is adopted. An illustration is given below:

Design & Develop e-Learning Programme

Alan Clarke, (2001), Designing Computer Base Learning Materials, Gowen

Publishing Limited, England

Saul Carliner, (2002), Designing E Learning, ASTD Press

Roger Lewis and Quentin Whitlock, (2003) How to plan the & Manage E Learning
Programme, Gowen Publishing Limited, England

Gilly Salmon, (2002), E-tivities – The Key To Active Online Learning, Kogan Page

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PART II

WSQ
&
Supporting Resources

14
1 Online WSQ Resources from WDA

This section highlights relevant WSQ resources that could be found online at
WDA’s website, and which are useful to the users. If WSQ information can be
found at WDA’s website, it should not be repeated in the Guide.

2 Glossary of Terms

This section presents the list of terms and abbreviations used in this document as
well as terms frequently encountered in the training and assessment.

3 List of Acronyms

To provide a list of acronyms used to aid users.

4 Version Control Record

An example is given below:

Version Effective Date Status / Changes

1.0 xx Sep 2010 First Release

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Annex A
Instructional Strategy Selection Chart

Instructional Cognitive Domain Affective Domain Psychomotor

Strategy (Bloom, 1956) (Krathwohl, Bloom, Domain
& Masia, 1973) (Simpson, 1972)

Lecture, reading, 1. Knowledge 1. Receiving 1. Perception

audio/visual, phenomena 2. Set
demonstration, or
guided
observations,
question and
answer period

Discussions, 2. Comprehension 2. Responding to 3. Guided response

multimedia CBT, phenomena 4. Mechanism
Socratic didactic 3. Application
method, reflection.
Activities such as
surveys, role
playing, case
studies, fishbowls,
etc.

On-the-Job- 4. Analysis 3. Valuing 5. Complex

Training (OJT), response
practice by doing
(some direction or
coaching is
required),
simulated job
settings (to include
CBT simulations)

Use in real 5. Synthesis 4. Organize values 6. Adaptation

situations. Also into priorities
may be trained by
using several high
level activities
coupled with OJT.

Normally 6. Evaluation 5. Internalizing 7. Origination

developed on own values
(informal learning)
through self-study
or learning through
mistakes, but
mentoring and
coaching can

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Instructional Cognitive Domain Affective Domain Psychomotor
Strategy (Bloom, 1956) (Krathwohl, Bloom, Domain
& Masia, 1973) (Simpson, 1972)

speed the process.

The chart does not cover all possibilities, but most activities should fit in. For
example, self-study could fall under reading, audio visual, and/or activities,
depending upon the type of program you design.

(extracted from http://www.nwlink.com/~donclark/hrd/strategy.html, accessed19 Sep

2010)

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