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 SISOBWG508A, 'Apply advanced bushwalking skills in arid areas'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply advanced bushwalking skills in arid areas' 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. Plan a bushwalk.
1.1. Identify and plan food and water requirements for arid areas and conditions according to principles of nutrition and the duration of the walk.
1.2. Identify and plan for emergency food and water requirements, including the need for emergency waterprocurement.
1.3. Identify an appropriate location according to relevant legislation and organisational policies and procedures.
1.4. Access relevantsources to interpret detailed weather and environmental information to determine activities.
1.5. Obtain and review detailed maps for the intended walk.
1.6. Identify possible hazards and changing conditions associated with the activity.
1.7. Identify signs, symptoms, prevention and treatment of possible risks, such as hyperthermia and dehydration.
2. Select equipment.
2.1. Select equipment according to contextual issues and check to ensure that it is in good working condition.
2.2. Adjust and fit equipment to ensure comfort and safety according to organisational policies and procedures.
2.3. Ensure pack weight is appropriate to body weight and level of fitness.
2.4. Select personal clothing and footwear, and identify the design and or construction features that make it appropriate.
3. Apply advanced bushwalking skills
3.1. Approach obstacles and hazards in a safe manner and minimise risks to self and group where possible.
3.2. Apply ascendingtechniques and descending techniques on slopes.
3.3. Maintain an appropriate walking rhythm and pace according to conditions.
3.4. Select a campsite appropriate to the team members and conditions according to relevant legislation and organisational policies and procedures.
3.5. Pitch tents according to site and anticipated weather.
3.6. Repair and or improvise items of essential equipment in the case of breakage or loss.
3.7. Identify possible emergency food and water sources from animal tracks and bird flight patterns relevant to the bushwalking area.
4. Navigate in an arid environment.
4.1. Apply information contained on maps to plan a suitable route or course.
4.2. Obtain additional information to assist in navigation from the map.
4.3. Calculate grid and magnetic bearings using a map and compass.
4.4. Follow a route in arid areas and conditions, demonstrating use of navigation aids.
4.5. Apply and demonstrate techniques for estimating distance travelled.
4.6. Maintain a compass course while bypassing an obstacle.
5. Evaluate the bushwalk.
5.1. Evaluate relevant aspects of the walk.
5.2. Identify improvements for future walks.