Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISCCRO303A, 'Plan and conduct recreation programs for older persons'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and conduct recreation programs for older persons' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Identify participant needs and expectations. | 1.1. Identify participants' needs and aims according to organisational policies and procedures. 1.2. Conduct relevant assessments to determine variations in status of participants in consultation with relevant support personnel according to organisational policies and procedures. 1.3. Identify any special requirements according to participants' needs. 1.4. Advise participants of any reasons for not participating in a given program. 1.5. Identify barriers to participation for older persons. |
2. Plan a recreation program for older persons. | 2.1. Identify equipment andresources appropriate to the program. 2.2. Design and document a program plan to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures. 2.3. Seek agreement on the program plan from staff, participants and organisations where relevant. 2.4. Assess the likely demands of the program on the participants in consultation with appropriate personnel. 2.5. Determine the range of activities to be included in the program according to participant needs and capabilities. 2.6. Identify support requirements for older persons according to relevant legislation and organisational policies and procedures. |
3. Prepare for the program. | 3.1. Communicate instructions and relevant information about the program and encourage participants to seek clarification as required. 3.2. Access required equipment from store and check for damage or deterioration and report where appropriate to the responsible person according to organisational policies and procedures. 3.3. Issue suitable equipment and aids and provide assistance with fitting where necessary. 3.4. Set up equipment according to organisational policies and procedures. 3.5. Modify or condition equipment for use by different participant groups according to workplace policies and procedures. |
4. Conduct the program. | 4.1. Encourage participants to warm up and cool down through safe and appropriate exercises. 4.2. Monitor technique and correct use of equipment, where relevant, and provide appropriate feedback to participants. 4.3. Provide assistance with use of aids, including modification, as appropriate. 4.4. Seek feedback from participants regarding their progress during the program and modify as required. 4.5. Use techniques that motivate clients to maintain an appropriate participation rate. 4.6. Identify risks to participant safety and take action to minimise these, according to relevant legislation and organisational policies and procedures. 4.7. Modify the program, where necessary, based on an assessment of the conditions, status of older persons, facilities and equipment. |
5. Conclude the program. | 5.1. Conclude the program at a pace appropriate to the participants, their level of involvement and the duration of the program. 5.2. Inform participants of follow-up programs and recreational opportunities. 5.3. Collect and check issued equipment for damage and wear according to organisational policies and procedures. |
6. Evaluate the program. | 6.1. Seek and acknowledge feedback from participants and identify further needs. 6.2. Evaluate all components of the program and record outcomes. 6.3. Identify potential areas for improvement in future programs. 6.4. Review own performance and identify potential improvements. |