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

SISOCNE409A Mapping and Delivery Guide
Instruct canoeing skills on Grade 2 water

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISOCNE409A - Instruct canoeing skills on Grade 2 water
Description This unit describes the performance outcomes, skills and knowledge required to instruct canoeing on Grade 2 water. Grade 2 water is determined by the International River Grading System. This unit focuses on planning, instructing and evaluating an instructional canoeing session to enable participants to achieve the skills and knowledge required to participate independently, or with minimal supervision, in a canoeing activity on Grade 2 water.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those working as white water canoeing instructors who are responsible for planning, implementing and evaluating instructional sessions for groups of participants on Grade 2 water. 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: Plan a canoeing session.
  • Establish participant's needs and characteristics.
  • Assess participant's current canoeing knowledge and skills in order to determine the session'saims and objectives.
  • Determine an appropriate instructional plan according to participant's needs and characteristics.
  • Develop a canoeing plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
  • Identify potential hazards associated with canoeing on Grade 2 water and manage risks, according to organisational policies and procedures.
  • Access relevantsources to interpret detailed weather and environmental information and determine contingency plans.
       
Element: Select and organise equipment and resources.
  • Select and access equipment and resources according to contextual issues and organisational policies and procedures and check working condition.
  • Check equipment for safety and suitability, according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort.
  • Check contents of first aid and repair kits to ensure suitability to the location and activity.
       
Element: Brief participants.
  • Communicate instructions and relevant information about the canoeing session in a manner appropriate to the participants.
  • Encourage participants to seek clarification, information and feedback as required during the session.
  • Establish a suitable communication system for participants to use while canoeing.
  • Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.
  • Check and confirm that all participant equipment is fitted and adjusted.
       
Element: Instruct a canoeing session.
  • Conduct introductory activities for participants to reduce the risk of injury.
  • Monitor individual participant's performance during canoeing session.
  • Apply clear and accurate instructional techniques to impart activity specific knowledge, canoeing skills and safety and rescue procedures.
  • Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
  • Inform participants of opportunities to further develop their canoeing skills and knowledge.
       
Element: Complete post session responsibilities.
  • Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
  • Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.
  • Evaluate relevant aspects of canoeing session, and determine the level of learning achieved.
  • Identify potential areas of improvement for future canoeing instructional sessions.
       


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:

plans and delivers information, explanations and demonstrations for canoeing sessions to ensure activities are conducted safely according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve canoeing performance

applies and modifies instructional techniques and or activities to cater for a range of individual learning styles

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

Context of and specific resources for assessment

Assessment must ensure instruction of canoeing activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants and location to plan, instruct and document canoeing sessions

a Grade 2 body of water suitable for the conduct of instructional sessions

a group of participants to take part in the canoeing session

canoeing, navigation, communication, safety, first aid and teaching equipment.

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 planning processes, such as consulting with participants to determine their needs and characteristics

oral or written questioning to assess knowledge and application of relevant legislation and organisational policies and procedures to enable safe conduct of all canoeing activities during the session

observation of safe canoeing instruction, monitoring and adjustment according to participant's needs and characteristics

portfolio of canoeing session plans

third-party reports from a supervisor detailing performance.

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

SISOWWR302A Perform white water rescues and recoveries.

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

communication skills to:

consult with participants to plan a canoeing session that meets their needs

convey information about the safety aspects of the session

interact with participants to create a safe and positive canoeing environment

problem-solving skills to:

plan suitable canoeing sessions according to participant's needs and characteristics

observe and correct canoeing technique faults

anticipate and respond to non-routine situations

planning and organising skills to:

source, allocate and coordinate resources, equipment and a suitable body of water

monitor and evaluate progress

organise participants into manageable groups for canoeing

language and literacy skills to:

produce canoeing and instructional plans for the canoeing session

complete post-session participant and self evaluations

effective and efficient personal canoeing skills on Grade 2 water to demonstrate and explain canoeing techniques to participants

swimming skills to remove self from danger after a capsize and to manoeuvre canoe while in paddling gear

river reading skills, such as direction and speed of flow, currents, eddies and other hydrological features that may impact on paddling and safety

first aid and emergency response skills appropriate to the location to enable initial response and or rescue in emergencies whilst instructing canoeing on Grade 2 water.

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of canoeing sessions

information about location to assist in the planning process and enable management of potential canoeing hazards, and any special restrictions applying to the location

equipment types, characteristics and technology used for canoeing on Grade 2 water, the advantages and disadvantages of the range of equipment and factors affecting appropriate selection of equipment

clothing and footwear requirements for canoeing to ensure comfort and safety

care and maintenance of canoeing equipment to ensure prolonged life span and safety requirements

instruction techniques and theories applicable to a range of ages and learning abilities

canoeing techniques and common communication systems used between craft on rivers to reduce risk during canoeing

technical canoeing knowledge, such as paddling and capsizing techniques used on Grade 2 water

hydrology and river features such as currents, banks, change in gradient and volume, and how these might impact on the canoeing session

swimming techniques to swim out of trouble and manoeuvre canoe while in water

communication systems and signals used on rivers

weather and environmental information to ascertain possible conditions and their affect on the session

hazards commonly experienced on Grade 2 water and ways to avoid or negotiate these

emergency procedures, rescues, potential hazards and obstacles relevant to the location to ensure safety of self and others.

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.

Participant's needs and characteristics may include:

age

cultural and situational factors

previous experience and knowledge

physical development.

Session's aims and objectives may include:

developing canoeing skills

education

development

therapy

fitness targets

recreation.

Instructional plan may include:

canoeing activities and drills

duration of activities and drills.

Canoeing plan may include:

aims and objectives

date, time and duration

location, equipment and resources

instructor to participant ratios

safety requirements

risk management plan.

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

use and maintenance of equipment

communication protocols

confidentiality of participant information

instructor to participant ratios

emergency and safety procedures

international river grading system

code of ethics.

Hazards may include:

temperature extremes

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards

slippery or unstable shore

poor posture, poor technique

poor carrying techniques

loose or insecure craft when being transported.

other craft.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment failure.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

coastal patrol or coastguard

volunteer marine rescue

local knowledge.

Weather and environmental information may include:

satellite images

daily and weekly forecasts

maximum and minimum temperatures

weather warnings

event warnings

river levels

synoptic charts

high and low tide predictions.

Contingency plans may include:

change in weather and conditions

equipment failure.

Equipment may include:

canoeing equipment

safety and rescue equipment

navigation equipment

communication equipment.

Resources may include:

food and water

clothing and footwear

teaching aids.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Relevant information may include:

risk management

logistical details

canoeing techniques

safety procedures

responsible and safe behaviour.

Safety procedures may include:

capsizing procedures

symptoms, treatment and prevention of common canoeing risks

communication systems

use of safety and rescue equipment.

Instructional techniques may include:

part to whole

sequential

known to unknown

D.E.D.I.C.T:

demonstrate

explain

demonstrate

instruct

critique

test

E.D.I.C.T:

explain

demonstrate

instruct

critique

test

I.D.E.A:

introduce

demonstrate

explain

apply

orientate, enhance, synthesise.

Activity specific knowledge may include:

canoeing skills and techniques

river features and hydrology

minimal impact practices

risk and hazard management

communication systems used in canoeing.

Canoeing skills may include:

stroke techniques

directing and manoeuvring a canoe in a controlled manner

capsizing and rolling procedures.

Safety and rescue procedures may include:

emergency response procedures

group management in emergency situations.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

assessment technique

group feedback

directing techniques

rescue techniques employed.

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
Establish participant's needs and characteristics. 
Assess participant's current canoeing knowledge and skills in order to determine the session'saims and objectives. 
Determine an appropriate instructional plan according to participant's needs and characteristics. 
Develop a canoeing plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures. 
Identify potential hazards associated with canoeing on Grade 2 water and manage risks, according to organisational policies and procedures. 
Access relevantsources to interpret detailed weather and environmental information and determine contingency plans. 
Select and access equipment and resources according to contextual issues and organisational policies and procedures and check working condition. 
Check equipment for safety and suitability, according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort. 
Check contents of first aid and repair kits to ensure suitability to the location and activity. 
Communicate instructions and relevant information about the canoeing session in a manner appropriate to the participants. 
Encourage participants to seek clarification, information and feedback as required during the session. 
Establish a suitable communication system for participants to use while canoeing. 
Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour. 
Check and confirm that all participant equipment is fitted and adjusted. 
Conduct introductory activities for participants to reduce the risk of injury. 
Monitor individual participant's performance during canoeing session. 
Apply clear and accurate instructional techniques to impart activity specific knowledge, canoeing skills and safety and rescue procedures. 
Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures. 
Inform participants of opportunities to further develop their canoeing skills and knowledge. 
Retrieve, inspect, repair and store equipment according to organisational policies and procedures. 
Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required. 
Evaluate relevant aspects of canoeing session, and determine the level of learning achieved. 
Identify potential areas of improvement for future canoeing instructional sessions. 

Forms

Assessment Cover Sheet

SISOCNE409A - Instruct canoeing skills on Grade 2 water
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

SISOCNE409A - Instruct canoeing skills on Grade 2 water

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: