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Evidence Guide: SISOCNE408A - Apply inland canoeing skills on Grade 3 water

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

 

SISOCNE408A - Apply inland canoeing skills on Grade 3 water

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

Plan a canoeing activity.

  1. Identify and plan food and water requirements according to principles of nutrition and contextual issues.
  2. Identify an appropriate activity location according to relevant legislation and organisational policies and procedures.
  3. Access relevant sources to interpret weather and environmental information and determine activity plan.
  4. Identify potential hazards and manage risks.
Identify and plan food and water requirements according to principles of nutrition and contextual issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify an appropriate activity location according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access relevant sources to interpret weather and environmental information and determine activity plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential hazards and manage risks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select canoeing equipment.

  1. Select canoe and equipment according to contextual issues and organisational policies and procedures, and check working condition.
  2. Fit and adjust equipment according to manufacturer's specifications to ensure comfort, safety and suitability to the participant and canoe.
  3. Select personal equipment for the activity and identify the design and or construction features that make it appropriate.
  4. Select safety and rescue equipment appropriate to the activity location.
  5. Waterproof, pack and fasten equipment that is not required on hand, and prepare canoe for transportation if required.
Select canoe and equipment according to contextual issues and organisational policies and procedures, and check working condition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fit and adjust equipment according to manufacturer's specifications to ensure comfort, safety and suitability to the participant and canoe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select personal equipment for the activity and identify the design and or construction features that make it appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select safety and rescue equipment appropriate to the activity location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Waterproof, pack and fasten equipment that is not required on hand, and prepare canoe for transportation if required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control canoe in moving water.

  1. Embark and disembark the canoe while maintaining stability.
  2. Apply appropriate strokes and paddlingtechniques to cross and break into and out of currents.
  3. Negotiate or avoid hazards using a combination of strokes and techniques.
  4. Support the canoe using the paddle to prevent capsize.
  5. Apply knowledge of river and hydrological features to assist in controlling the canoe.
Embark and disembark the canoe while maintaining stability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate strokes and paddlingtechniques to cross and break into and out of currents.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate or avoid hazards using a combination of strokes and techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the canoe using the paddle to prevent capsize.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of river and hydrological features to assist in controlling the canoe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and run a route through a rapid.

  1. Scout and assess sections of moving water to identify hydrological features, hazards and impediments.
  2. Select and navigate preferred route using efficient strokes and technique.
  3. Apply navigation skills to determine location and follow route.
  4. Maintain communication with other paddlers.
Scout and assess sections of moving water to identify hydrological features, hazards and impediments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and navigate preferred route using efficient strokes and technique.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply navigation skills to determine location and follow route.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain communication with other paddlers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply capsize procedures.

  1. Exit the canoe in a controlled manner following capsize.
  2. Maintain appropriate body position in the water to minimise injury and entrapment.
  3. Manoeuvre the upturned canoe to shore or to rescue craft, and empty water from canoe.
  4. Re-enter the canoe in an eddy or bring ashore.
Exit the canoe in a controlled manner following capsize.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain appropriate body position in the water to minimise injury and entrapment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manoeuvre the upturned canoe to shore or to rescue craft, and empty water from canoe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Re-enter the canoe in an eddy or bring ashore.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate canoeing activity.

  1. Evaluate relevant aspects of the canoeing activity.
  2. Identify improvements for future canoeing experiences.
Evaluate relevant aspects of the canoeing activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify improvements for future canoeing experiences.

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:

applies relevant process to plan equipment and supply requirements according to the conditions and duration of the canoeing activity

applies knowledge of rivers and hydrological features to manoeuvre canoe, interpret and negotiate hazards and rapids, and determine preferred route

demonstrates control of strokes and capsizing techniques in Grade 3 moving water

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

Context of and specific resources for assessment

Assessment must ensure participation in canoeing activities in Grade 3 rapids that of sufficient breadth and duration to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information, such as weather sources, to plan and select equipment for the canoeing activity

suitable inland rivers with Grade 3-4 moving water

canoeing, navigation, first aid and safety and rescue equipment

a suitable and safe method of transport, if required to drive canoe to and from activity location.

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 the planning and review process

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

observation of safe participation and demonstration of canoeing skills, such as capsizing a canoe

third-party reports from a supervisor detailing performance.

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

SISOWWR302A Perform white water rescues and recoveries.

Guidance information for assessment

Required Skills and Knowledge

Required skills

planning and organising skills to select and allocate canoeing equipment

problem-solving skills to:

decide on stroke and capsizing techniques to use according to the conditions

determine how to manage risk

communication skills to interact with other paddlers and rescue crew to maintain a positive and safe environment

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

canoe handling skills to apply a range of strokes and paddling techniques to control and stabilise a canoe in Grade 3 water

swimming skills to remove self from danger after a capsize and to manoeuvre canoe to shore

first aid, emergency response and white water rescue skills appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge

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

minimal impact codes to enable protection of the environment

international river grading system to understand conditions and appropriateness of the river to the level of participants

types of canoes and equipment, characteristics and technology used for canoeing on Grade 3 water, the advantages and disadvantages of the range of equipment, and factors affecting appropriate selection

clothing requirements for canoeing, such as wet weather gear to maintain warmth and sun protection to minimise sunburn and heat stroke

waterproofing techniques used to keep equipment, that is not required on hand, dry during canoeing

importance of a personal flotation device in keeping a person afloat and their head above water

stroke and capsizing techniques used in Grade 3 water

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

swimming techniques to swim out of trouble and manoeuvre canoe to shore

communication systems and signals used on rivers

principles of nutrition to maintain health during canoeing

weather and environmental information to identify forecast conditions and their effect on the activity

risks commonly experienced when canoeing on Grade 3 water, and how to avoid or negotiate these

emergency and rescue procedures appropriate for canoeing on Grade 3 water, to ensure risk minimisation to self and group.

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.

Food and water requirements may include:

menu planning and preparation

range of foods.

Principles of nutrition may include:

food groups

dietary guidelines

individual food requirements and allergies.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

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

use and maintenance of equipment

communication protocols

emergency and safety procedures

minimal impact codes

international river grading system

code of ethics.

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.

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.

Contingency plan may include:

contingency exit points for group evacuation

summoning of assistance if required

alternative location and or route

spare equipment in case of loss or damage.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment failure.

Canoe may include:

C1 Craft

C2 Craft.

Equipment may include:

canoe

paddles

helmets

personal flotation device

spray deck

navigation equipment

safety and rescue equipment

air bags

first aid equipment.

Embark and disembark may include:

in eddies

in moving water

from a bank

ledge.

Strokes may include:

forward and reverse

J

sweep

draw

support.

Paddling techniques may include:

use of trunk rotation

correct posture

use of leg drive

hand placement on paddle

blade placement in water

blade depth in water

paddle blade angle throughout stroke

paddle entry and exit points

movement of top hand through the stroke

lean or edge of the craft

smooth transfer between different strokes

edging or leaning.

Moving water may include:

rivers with Grade 3-4 moving water

stoppers, strong eddies, exposed rocks.

Communication may include:

verbal

whistles

paddle signals

hand or arm signals

International River Signals.

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.