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 SISCDAN301A, 'Teach recreational dance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Teach recreational dance' 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
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 the characteristics, needs and expectations of participants according to organisational policies and procedures and the roles and functions of dance.
1.2. Identify any special requirements according to participants' needs.
1.3. Advise participants of any reasons why they should not participate in the recreational dance program.
2. Plan a recreational dance program.
2.1. Identify and access equipment andresources appropriate for the program according to organisational policies and procedures.
2.2. Design and document a recreational dance program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures.
2.3. Identify effective and safe teaching strategies appropriate to the teaching context.
2.4. Select music and choreography appropriate to the teaching context.
2.5. Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.
2.6. Identify injury prevention strategies according to organisational policies and procedures.
2.7. Identify and provide a safe dance environment according to organisational policies and procedures.
3. Conduct the recreational dance program.
3.1. Communicate instructions and relevant information to participants in a suitable manner.
3.2. Monitor participants' progress against program aims.
3.3. Implement identified teaching methods and strategies and modify as required.
3.4. Assist participants to perform dance moves and make appropriate corrections according to organisational policies and procedures.
3.5. Encourage participants to seek and provide feedback regarding their progress during the program, according to organisational policies and procedures.
3.6. Implement injury prevention strategies according to organisational policies and procedures.
4. Identify community performance opportunities.
4.1. Identify appropriate community performance opportunities for participants according to organisational policies and procedures.
4.2. Apply selection procedures for performance roles according to organisational policies and procedures.
4.3. Assist participants to prepare for community recreational dance performances.
5. Evaluate the program.
5.1. Seek and acknowledge feedback from relevant stakeholders involved in the program.
5.2. Evaluate all relevant components of the program according to organisational policies and procedures.
5.3. Identify potential areas of improvement for future programs.
5.4. Review own performance and identify potential improvements.