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

SISOABL503A Mapping and Delivery Guide
Design and facilitate adventure-based learning programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SISOABL503A - Design and facilitate adventure-based learning programs
Description This unit describes the performance outcomes, skills and knowledge required to design and conduct adventure-based learning programs to meet outcomes for participants and enhance their learning opportunities. This unit focuses on the use of advanced facilitation techniques to meet the complex learning needs of participants in a range of contexts. 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 program managers and or facilitators of adventure-based learning programs. 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: Design adventure-based learning programs.
  • Consult with participant to determine required program outcomes.
  • Access external services where required to assist participants whose needs require specialist skills.
  • Design activities to meet the complex learning needs of individuals and the group according to relevant legislation and organisational policies and procedures.
  • Determine facilitation techniques within the proposed program to reflect the stages of group development.
       
Element: Apply isomorphic framing and indirect frontloading.
  • Determine the appropriate application of isomorphic framing adventure-based program facilitation.
  • Create and incorporate an isomorphic framework that meets program outcomes.
  • Determine the appropriate application of indirect frontloading to adventure-based program facilitation.
  • Identify and address relevant ethical issues related to the use of indirect frontloading.
       
Element: Evaluate adventure-based learning programs.
  • Develop or access adventure-based learning program evaluation tools according to organisational policies and procedures.
  • Conduct evaluation with the assistance of peer and, where relevant, external professional supervision.
  • Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving.
       


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:

consults with participants and professional practitioners, where required, to identify individual and group learning needs

designs challenging and stimulating adventure-based learning programs to meet complex learning needs and outcomes

conducts adventure-based learning programs using isomorphic framing and indirect frontloading techniques to meet complex learning needs of participants

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

Context of and specific resources for assessment

Assessment must ensure design and implementation of multiple adventure-based learning programs that meet complex learning needs and outcomes to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

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

an environment suitable for the conduct of indoor or outdoor adventure-based activities

equipment and resources required to facilitate 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:

portfolio of adventure-based learning programs incorporating the appropriate use of isomorphic framing and frontloading techniques to enhance program outcomes

observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups

portfolio of program evaluations identifying strengths, weaknesses and required improvements

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:

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:

identify program outcomes and participant's learning needs

design activities that reflect stages of development and meet learning needs and outcomes

conduct adventure-based learning programs using advanced facilitation techniques including isomorphic framing and indirect frontloading

evaluate adventure-based learning programs

problem-solving skills to:

develop activities that meet complex learning needs and safety requirements

identify potential problems and develop contingency plans

identify advantages and disadvantages of using isomorphic framing plans and the implications of using indirect frontloading techniques

communication and interpersonal skills to:

interact with and facilitate different groups in a variety of situations and circumstances

collaborate with colleagues and share leadership roles

self management skills to:

determine effectiveness of program and activities

review performance and identify potential improvement in personal skills and programming.

Required knowledge

legislation and organisational policies and procedures to enable safe and ethical conduct of all activities

advantages and disadvantages of isomorphic framing and indirect frontloading to enable their appropriate application to the conduct of adventure-based learning programs

factors affecting participant's perception of risk to plan activities with a balance between real and perceived risk

adventure-based learning cycle to enable appropriate sequencing of activities within programs

theories on the transfer of learning to enable learning to be transferred in different adventure-based learning contexts

principles of evaluation to enable the design or implementation of evaluation tools and analysis of results

physical and psychological needs of participants to enable the design of appropriate programs.

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.

External services may include:

counsellors

specialist teachers

human resource officers

therapists.

Complex learning needs may include:

youth at risk

offenders

learning difficulties

corporate clients.

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

support personnel

use, maintenance and storage of equipment and resources

risk management

communication protocols

minimal impact environmental codes

code of ethics.

Adventure-based learning programs may include:

indoor

outdoor

experiential focus

personal growth focus.

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
Consult with participant to determine required program outcomes. 
Access external services where required to assist participants whose needs require specialist skills. 
Design activities to meet the complex learning needs of individuals and the group according to relevant legislation and organisational policies and procedures. 
Determine facilitation techniques within the proposed program to reflect the stages of group development. 
Determine the appropriate application of isomorphic framing adventure-based program facilitation. 
Create and incorporate an isomorphic framework that meets program outcomes. 
Determine the appropriate application of indirect frontloading to adventure-based program facilitation. 
Identify and address relevant ethical issues related to the use of indirect frontloading. 
Develop or access adventure-based learning program evaluation tools according to organisational policies and procedures. 
Conduct evaluation with the assistance of peer and, where relevant, external professional supervision. 
Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving. 

Forms

Assessment Cover Sheet

SISOABL503A - Design and facilitate adventure-based learning programs
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

SISOABL503A - Design and facilitate adventure-based learning programs

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: