NTISthis.com

Evidence Guide: SISCCRO302A - Apply legal and ethical instructional skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISCCRO302A - Apply legal and ethical instructional skills

What evidence can you provide to prove your understanding of each of the following citeria?

Apply legal responsibilities.

  1. Identify legal responsibilities according to activity-specific requirements, clients and organisational policies and procedures.
  2. Analyse how activity-specific legal responsibilities apply to own role.
  3. Develop strategies to address possible or likely difficulties or issues that can arise during instruction.
Identify legal responsibilities according to activity-specific requirements, clients and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse how activity-specific legal responsibilities apply to own role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to address possible or likely difficulties or issues that can arise during instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply ethical responsibilities.

  1. Identify ethical responsibilities according to activity-specific requirements, clients and organisational policies and procedures.
  2. Analyse how activity-specific ethical responsibilities apply to own role.
  3. Develop strategies to address possible or likely ethical difficulties or issues that can arise during instruction.
Identify ethical responsibilities according to activity-specific requirements, clients and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse how activity-specific ethical responsibilities apply to own role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to address possible or likely ethical difficulties or issues that can arise during instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop instructional practices.

  1. Identify the role of the instructor according to the required activity-specific skills and best practice principles of the activity or organisation.
  2. Identify appropriate activity-specific instructional styles according to activity-specific skills and best practice principles of the activity or organisation.
  3. Access relevant information according to organisational policies and procedures.
  4. Prepare activity-specific session plans according to the requirements of specific skill development, client needs and learning styles.
Identify the role of the instructor according to the required activity-specific skills and best practice principles of the activity or organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate activity-specific instructional styles according to activity-specific skills and best practice principles of the activity or organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access relevant information according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare activity-specific session plans according to the requirements of specific skill development, client needs and learning styles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

accesses and interprets legal and ethical information relevant to the activity to anticipate possible legal and ethical issues and develop appropriate management strategies

determines instructional styles appropriate to the needs of clients and the skills

develops session plans for activity-specific skills according to the needs of clients, best practice principles of the activity and the organisation.

Context of and specific resources for assessment

Assessment must ensure the candidate applies legal and ethical responsibilities to own instructional role according to activity-specific requirements and the needs of clients on multiple occasions to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

sources of legal and ethical information

relevant information for real or simulated client groups relevant to the candidate's intended work role.

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:

oral or written questioning to assess knowledge of activity-specific legal and ethical information

portfolio of session plans

third-party reports from a supervisor detailing candidate's work performance.

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

SISCAQU309A Instruct clients in water safety and survival skills

or

SISCCRO304A Plan and conduct disability recreation programs

or

SISCSDF301A Instruct the basic skills of unarmed self-defence.

Required Skills and Knowledge

Required skills

communication skills to enable effective non-judgemental instruction and cooperation with clients and colleagues

research skills to identify activity-specific legal and ethical responsibilities

literacy skills to interpret relevant information and to prepare session plans

problem-solving skills to analyse responsibilities and develop instructional styles appropriate to the activity and the work role

Required knowledge

legal responsibilities and organisational policies and procedures that enable:

the safe conduct of all activities

ethical and legally compliant access, use and storage of information

principles of session planning to develop activity-specific session plans

activity-specific knowledge to identify and interpret legal, ethical and skills development requirements

learning styles to enable the use of a variety of activities to cater for different client learning preferences

principles of growth and development to select and sequence appropriate tasks and activities

Range Statement

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.

Legal responsibilities may include:

occupational health and safety

working with children

duty of care

mandatory reporting

negligence

waivers and exclusion clauses

insurance

anti-discrimination

equal opportunity

privacy.

Activity-specific requirements may include:

equipment

ratio of staff to clients

provision of first aid

security.

Clients may include:

experienced

inexperienced

adults

children

groups.

Organisational policies and procedures may include:

occupational health and safety

communication protocols

access and storage of information.

Difficulties or issues may include:

unsafe equipment

injuries and illnesses

unlawful behaviour of clients or staff

suspected abuse

improper use of information

inappropriate behaviour of clients or staff

cheating

bullying

dealing with non-payment of fees.

Ethical responsibilities may include:

reporting ethical breaches

maintaining professional standards of behaviour

responding to clients, colleagues and parents or guardians.

Activity-specific skills may include:

motor skills

physical skills

sequencing of skills.

Best practice principles may include:

activity-specific codes of conduct

Australian Coaching Council's Coaches Code of Conduct

national activity organisation regulations and guidelines

relevant national, state, territory or local government regulations and guidelines

the culture of the activity

preventative practices adopted by self or peers to minimise safety hazards and risks.

Activity-specific instructional styles may include:

friendly and approachable

directive regarding not-negotiable issues

casual

critical friend

motivational

disciplinarian.

Relevant information may include:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information.

Learning styles may include:

auditory

kinaesthetic

visual

sensory.