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 SISCSDF301A, 'Instruct the basic skills of unarmed self-defence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct the basic skills of unarmed self-defence' 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.
1.2. Identify any participants with specific requirements according to organisational policies and procedures.
1.3. Advise participants of any reasons why they should not participate in self-defence activities.
2. Plan an unarmed self-defence program.
2.1. Gather relevant information to plan a basicunarmed self-defence program according to organisational policies and procedures.
2.2. Identify and access equipment and resources appropriate for the program according to organisational policies and procedures.
2.3. Design and document a self-defence program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures.
2.4. Identify effective and safe teaching strategies 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. Inspect and confirm setup of equipment for self-defence sessions according to organisational policies and procedures.
3. Instruct the program.
3.1. Communicate instructions and relevant information in a manner suitable for the participants.
3.2. Use appropriate methods of self-defence instruction to develop the basic skills of a self-defence system according to best practice principles and organisational policies and procedures.
3.3. Instruct participants in technically correct exercises and skills of unarmed self-defence according to organisational policies and procedures.
3.4. Demonstrate safe methods of handling training equipment to trainees and assistants according to organisational policies and procedures.
3.5. Observe clients' execution of basic skills of unarmed self-defence and apply correction techniques to improve individual or group skills.
3.6. Monitor participants' progress against program aims and modify session as required.
3.7. Encourage participants to seek and provide feedback regarding their progress during the program according to organisational policies and procedures.
3.8. Implement injury prevention strategies according to organisational policies and procedures.
4. Utilise assistants during a self-defence session.
4.1. Instruct assistant or assistants to set up equipment for the self-defence activity safely and correctly according to organisational policies and procedures.
4.2. Direct assistants to instruct basic skills of unarmed self-defence within the specific self-defence system using appropriate communication strategies.
4.3. Monitor assistants during instruction of basic skills of unarmed self-defence according to organisational policies and procedures.
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 for improvement in future programs.
5.4. Review own performance and identify potential improvements.