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 SISCCRO304A, 'Plan and conduct disability recreation programs'.
- 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 disability recreation programs' 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 |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
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 and according to organisational policies and procedures as required. 1.3. Identify any special requirements according to participants' needs. 1.4. Advise participants of any reason why they should not participate in a given program. 1.5. Identify barriers to participation by people with a disability. |
2. Plan a disability recreation program. | 2.1. Identify equipment andresources appropriate for 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. Determine the range of activities for the program according to participant needs and capabilities. 2.5. Identify and access resources required for the program in advance. 2.6. Identify support requirements for people with a disability according to relevant legislation and organisational policies and procedures. |
3. Prepare for the program. | 3.1. Communicate instructions and relevant information about the program using appropriate communication strategies. 3.2. Encourage participants to seek clarification of information as required. 3.3. Remove required equipment from store and check for damage or deterioration and report, where appropriate, to the responsible person. 3.4. Issue suitable equipment and aids and provide assistance with fitting where necessary. 3.5. Set up equipment according to approved procedures and instructions. 3.6. 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. 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. Employ appropriate techniques to motivate clients to maintain a reasonable 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 persons with a disability, facilities and equipment. |
5. Conclude the program. | 5.1. Conclude the program at a pace appropriate to the participant, 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 relevant 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. |