Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISOABL301A Mapping and Delivery Guide
Assist in the facilitation of adventure-based learning activities

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency SISOABL301A - Assist in the facilitation of adventure-based learning activities
Description This unit describes the performance outcomes, skills and knowledge required to assist in the facilitation of adventure-based learning activities, in situations where the responsibility for the overall activity or program rests with a more experienced facilitator. No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those who work as assistant leaders or facilitators of adventure-based learning activities in a range of settings. This unit may also apply to leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Assist in planning for adventure activity.
  • Determine individual roles, tasks and responsibilities with the activity leader.
  • Identify phases of an adventure-based learning cycle within the activity.
  • Encourage and support participants to set realistic individual and group goals that are consistent with learning outcomes for the activity.
  • Negotiate individual and group guidelines that will inform action and behaviour by all participants.
  • Identify safetyissues for the adventure activity and the participants.
  • Brief the group on safety issues and activity-specific participation requirements and techniques.
       
Element: Assist in facilitation of the activity.
  • Implement risk management strategies according to relevant legislation, organisational policies and procedures, and activity-specific requirements.
  • Communicate ideas and information clearly and constructively and engender trust and confidence within the group.
  • Encourage co-operation between individual group members.
  • Implement strategies which develop trust between individuals within the group and with the leaders.
  • Monitor and maintain compliance with agreed individual and group guidelines.
  • Establish a supportive and constructive environment and respond to emergent issues that may require intervention.
       
Element: Participate in activity debriefing.
  • Observe and monitor individual actions and group interactions during activities, and provide feedback to participants during and after the activity.
  • Evaluate personal role as assistant facilitator within the activity, based on feedback from participants and activity leader and personal reflection.
  • Review the conduct of the activity according to program, individual and group goals and outcomes.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 following is essential:

assists in planning processes required for adventure-based learning activities and identifies individual and group roles, responsibilities, learning outcomes, and goals

interacts effectively with group members from diverse backgrounds and assists in the facilitation of adventure-based learning activities

communicates clearly and concisely with the group and implements strategies which encourage co-operation and develop trust

conducts a debriefing process which includes strategies and tasks to facilitate and enhance learning outcomes for individuals and the group

evaluates own performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure assisting in the facilitation of multiple adventure-based learning activities to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

diverse groups of participants to take part in adventure-based learning activities

an environment suitable for the conduct of adventure-based activities, this may include outdoor or indoor activities

equipment and resources required for adventure-based learning activities.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of participation in planning, facilitating and debriefing processes under the guidance of an activity leader

oral and or written questioning to assess knowledge of the application of legislation and organisational policies and procedures required to maintain participant safety

third-party reports from a supervisor and or leader detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

adventure activity specific units of competency.

Guidance information for assessment


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

planning and organising skills to determine own roles, responsibilities and tasks within the activity

problem-solving skills to identify and address safety issues within own level of responsibility

communication skills to:

interact with different groups in a variety of situations and circumstances

brief groups on safety issues, activity requirements

communicate information throughout activity

teamwork skills to support leader and participants to achieve goals

self management skills to review and reflect on own performance.

Required knowledge

legislation and organisational policies and procedures to enable safe facilitation of activities

definitions of adventure-based learning and associated disciplines to implement suitable activities with relevant goals and outcomes

philosophical and psychological foundations for adventure-based learning to determine its relevance and significance to participants

debriefing techniques to enhance learning through adventure activities

models and stages of group formation to enable effective and constructive group support

factors impacting on group dynamics to enable response to group behaviour

facilitation techniques to assist the group to obtain the best outcomes.

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.

Phases of an adventure-based learning cycle may include:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning.

Safety issues may include:

physical

mental

emotional

individual or group.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

debriefing procedures

risk management

communication protocols

minimal impact environmental codes

code of ethics.

Feedback may include:

oral

written

direct

indirect.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Determine individual roles, tasks and responsibilities with the activity leader. 
Identify phases of an adventure-based learning cycle within the activity. 
Encourage and support participants to set realistic individual and group goals that are consistent with learning outcomes for the activity. 
Negotiate individual and group guidelines that will inform action and behaviour by all participants. 
Identify safetyissues for the adventure activity and the participants. 
Brief the group on safety issues and activity-specific participation requirements and techniques. 
Implement risk management strategies according to relevant legislation, organisational policies and procedures, and activity-specific requirements. 
Communicate ideas and information clearly and constructively and engender trust and confidence within the group. 
Encourage co-operation between individual group members. 
Implement strategies which develop trust between individuals within the group and with the leaders. 
Monitor and maintain compliance with agreed individual and group guidelines. 
Establish a supportive and constructive environment and respond to emergent issues that may require intervention. 
Observe and monitor individual actions and group interactions during activities, and provide feedback to participants during and after the activity. 
Evaluate personal role as assistant facilitator within the activity, based on feedback from participants and activity leader and personal reflection. 
Review the conduct of the activity according to program, individual and group goals and outcomes. 

Forms

Assessment Cover Sheet

SISOABL301A - Assist in the facilitation of adventure-based learning activities
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SISOABL301A - Assist in the facilitation of adventure-based learning activities

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: