- SRXEMR001A - Respond to emergency situations
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SRXEMR001A Mapping and Delivery Guide
Respond to emergency situations
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | SRXEMR001A - Respond to emergency situations |
|---|---|---|---|
| Description | This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the knowledge and skills to recognise potential risks and emergency situations and to take action, within own area of responsibility and ability. This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the knowledge and skills to recognise potential risks and emergency situations and to take action, within own area of responsibility and ability. | ||
| Employability Skills | Not applicable. | ||
| Learning Outcomes and Application | Not applicable. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not applicable. | ||
| 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: Evaluate the emergency |
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| Element: Develop a plan of action |
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| Element: Control the emergency |
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| Element: Debrief the emergency |
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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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements |
Critical aspects of evidence to be considered | Assessment must confirm sufficient knowledge of potential emergency situations within the community recreation, fitness, outdoor recreation or sport industry sectors and must confirm the ability to apply knowledge of emergency procedures to the management of activity-specific emergencies Assessment of performance should be over a minimum of two (2) different occasions covering the prescribed number of categories from the Range Statements Assessment must confirm the ability to apply this knowledge and appropriate techniques to accurately evaluate the emergency avoid/control escalation of the emergency develop a plan of action decisively efficiently implement a plan of action deal with contingencies |
Interdependent assessment of units | This unit must be assessed after attainment of competency in the following unit(s) Nil This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) SRXFAD001A Provide first aid |
Required knowledge and skills | Required knowledge First aid knowledge appropriate to the location and level of responsibility Use of communications equipment relevant to the location Safety procedures near rescue equipment Organisational and legal policies and procedures in the event of an accident/incident Activity specific rescue techniques and/or emergency techniques specific to a sector of the sport and recreation industry Procedures to deal with death of a client Required skills First aid skills appropriate to the location and level of responsibility Activity specific rescue techniques or emergency response techniques Adaptability and resourcefulness to improvise resources and cope with contingencies Problem solving and contingency management Local call out procedures to access emergency services personnel |
Resource implications | Physical resources - assessment of this unit of competency requires access to emergency response equipment appropriate to the learner's work environment, ie, within the community recreation, fitness, outdoor recreation or sport industry organisation procedures Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must be competent in this unit but preferably be competent in the unit at the level above (ie SRXEMR002A ) be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations |
Consistency in performance | Due to issues such as variations in demands of emergency situations, this unit of competency must be assessed over a minimum of two (2) simulated emergency situations in order to ensure consistency of performance over the Range Statements, contexts and types of emergency situations applicable to a particular work environment within the sport or recreation industry |
Context for assessment | For valid and reliable assessment this unit of competency must be assessed in the context of a real work environment with simulated emergencies using real emergency response equipment. The environment should be safe, with conditions normally experienced within an activity in the workplace Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
KEY COMPETENCIES | ||||||
Collect, Analyse&Organise Information | Communicate Ideas&Information | Plan&Organise Activities | Work with Others&in Teams | Use Mathematical Ideas&Techniques | Solve Problems | Use Technology |
2 | 2 | 2 | 2 | - | 2 | 2 |
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices. The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task: Use routine approaches Select from routine approaches Establish new approaches Collecting, analysing and organising information - Observing and assessing information in an emergency situation in order to implement appropriate control procedures Communicating ideas and information - Communicating clearly and concisely with others directly and indirectly involved in the emergency according to organisation procedures Planning and organising activities - Developing and implementing a plan of action decisively Working with teams and others - Planning and communicating with emergency teams and others to effect emergency response Using mathematical ideas and techniques - Not applicable Solving problems - Quickly implementing contingency plans if the planned course of action is unsafe Using technology - Selecting and using appropriate emergency response equipment Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. | ||||||
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.
Not applicable.
Range Statements The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency |
CATEGORIES | |
Clients | [all categories] participants in an activity or program colleagues small group or larger group experienced or inexperienced |
Contextual issues | [all categories] factors that may impact on the context acceptability to group/party members degree of urgency time constraints impact on the environment |
Development of the emergency situation | [all categories] identify potential for development of an emergency spread of fire threat to adjoining areas danger of explosion loss of communications involvement of additional persons |
Emergency | [three categories] types fire hazardous releases, chemical spills bomb threats civil disorder medical, eg, bites, stings, epileptic fit, heart attack injuries panic and other emotional responses equipment failure lost party or party member result of environmental conditions, eg, heat, cold, wet, snow, wind, blizzards, lightning, bushfires, floods, high seas activity - specific, eg, stranded, 'frozen' or wedged participant |
Emergency reports and signals | [all categories ] observation verbal emergency warning system emergency alarm system hand signals verbal reports telephone communications radio communications whistles |
Emergency Services | [all categories] identify local emergency services Police Search and Rescue State Emergency Service Fire Brigade Ambulance Service Land Management Authorities, eg, National Parks, Forestry Australian Volunteer Coastguard communication methods |
Hazards | [all categories] identify hazards biological chemical mechanical electrical thermal explosive structural climatic psychological, eg, critical incident stress nuclear security related wildlife related |
Management authorities | [all categories relevant to one sector of sport and recreation industry] varies according to context facility owners City Councils, Local Government authorities National Parks and Forestry services Fisheries departments private land owners, crown land lessees, Defence forces Aboriginal communities, Water authorities Commissions, eg, hydro - electricity, alpine resort |
Occupational health and safety requirements | [all categories] State/Territory/Commonwealth legislation Australian Standards Occupational Health and Safety legislation industry codes of practice organisation's policies and procedures |
Personal protective equipment and clothing | [all categories] fire - fighter protective clothing helmets boots gloves breathing apparatus protective clothing protective hose lines or sprays safety eye washes safety showers activity-specific equipment |
Plan of action | [all categories] varies according to the situation search procedures, ie, search of likely routes followed, systematic search, voice or whistle contacts evacuations control of fire administering of first aid assistance to injured party member retrieval of party member activity - specific rescue techniques organisation procedures |
Relevant people | [all categories] to assist evaluation other emergency team members emergency response related persons as detailed in emergency procedures |
Resources | [all categories] human resources other clients/group members client's experience physical resources food equipment |
Situation variables | [all categories] capabilities of the group/clients weather conditions topography time frame for survival other time factors human resources available food and water size of search area time of day communications facilities and difficulties emotional and physical condition of the clients/group |
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 |
|---|---|---|---|
| Identify and action emergency reports and signals correctly and recognise and assess emergency and potential emergency situations | |||
| Seek advice from relevant people, if appropriate,when evaluating the emergency | |||
| Identify situations where initial response actions are not safe or are likely to be ineffective andoutline methods for reportingaccording to procedures | |||
| Assess the possible development of the emergency situation and evaluate further potential hazards to clients and staff | |||
| Assess injuries and treat appropriately | |||
| Examine the situation variables | |||
| Prioritise needs, including those for assistance, promptly and accurately | |||
| Identify and evaluate options for action | |||
| Utilise available resources efficiently | |||
| Develop a plan which balances group and individual safety with contextual issues | |||
| Outline the involvement of other individuals in the plan | |||
| Implement organisational emergency procedures and policies correctly as part of the plan of action | |||
| Apply occupational health and safety requirements and safe working practices in the plan of action, including selection of personal protective clothing and equipment to suit the emergency situation | |||
| Implement the plan of action using techniques appropriate to the situation and available resources and abilities | |||
| Operate equipment safely and, where necessary, improvise equipment and techniques | |||
| Identify and implement strategies for group control and remove clients and other individuals from danger | |||
| Monitor constantly the condition of all clients, staff and others assisting | |||
| Acquire and document the information required to assist emergency services, where relevant | |||
| Notify, where required, emergency services | |||
| Alter the plan of action to accommodate changes in the situation variables | |||
| Demonstrate casualty evacuation methods where relevant to the context | |||
| Implement organisational procedures and policies and legal requirements in the event of a major injury or death | |||
| Notify management authorities | |||
| Obtain the information appropriate to be given to facility or land management authorities | |||
| Debrief clients and others directly involved and make arrangements for further counselling, if required | |||
| Advise clients and others directly involved to refer media enquires to a nominated spokesperson |
Forms
Assessment Cover Sheet
SRXEMR001A - Respond to emergency situations
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
SRXEMR001A - Respond to emergency situations
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: