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 SISOCAY302A, 'Apply vertical canyoning skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply vertical canyoning skills' 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. Plan for the canyoning activity. | 1.1. Identify and plan food and water requirements according to principles of nutrition and the duration of the activity. 1.2. Identify an appropriate activity site according to relevant legislation and organisational policies and procedures. 1.3. Access relevantsources to interpret detailed weather and environmental information to determine activity plan. 1.4. Select personal clothing according to design and or construction features appropriate for the activity. |
2. Select and utilise canyoning equipment. | 2.1. Select and use equipment in a safe and efficient manner after consideration of contextual issues. 2.2. Fit and adjust equipment to ensure personal comfort and safety according to organisational policies and procedures. 2.3. Complete all necessary personal and equipment safety checks prior to commencing canyoning and or belaying. 2.4. Select and attach descending device to the rope and tie knots suitable to the belay system being used. 2.5. Apply safety procedures at top and bottom of descent site to minimise risk. |
3. Travel through a canyon. | 3.1. Survey the route through the canyon to identify hazards and obstacles, assess risk, and select a safe route according to conditions and group ability. 3.2. Identify features of hydrological formations that are hazardous according to relevant legislation and organisational policies and procedures. 3.3. Apply correct body position in moving water to minimise the potential for foot entrapment where relevant. 3.4. Apply navigation skills appropriate to the chosen route. 3.5. Apply wading and or swimming techniques to negotiate deep rock pools where required. 3.6. Remove and handle loaded backpacks to enable safe passage through the canyon where required. |
4. Negotiate vertical pitches. | 4.1. Identify specific considerations and risks associated with the selection of equipment and the rigging of abseil anchors and systems. 4.2. Descend in a controlled and safe manner according to organisational policies and procedures. 4.3. Demonstrate correct posture and technique while abseiling using single and double rope taking into account pitch variations. 4.4. Identify and apply techniques that minimise damage to the environment while abseiling. 4.5. Respond to emergency situations according to organisational policies and procedures. 4.6. Demonstrate rope retrieval skills. |
5. Apply belaying skills. | 5.1. Establish belaying position by moving body in relation to belay device that enables effective use of belay system. 5.2. Confirm attachment of belayer to anchor to minimise movement during a fall. 5.3. Demonstrate a safe and efficient escape from belay system, and attachment of belayer to anchor to minimise movement during a fall. 5.4. Maintain rope tension to ensure fall distance is minimised while not restricting abseiler movement. 5.5. Monitor abseiler progress constantly and respond appropriately to abseiler calls. 5.6. Arrest falls promptly using technique suitable to the belaying device and or situation. 5.7. Demonstrate the lowering of a conscious or unconscious canyoner in the event of an emergency. 5.8. Demonstrate attachment to alternate belay or safety system when self-belaying to maintain safety in the event of a fall. |
6. Maintain canyoning equipment. | 6.1. Conduct maintenance checks and repairs of canyoning equipment prior to storage. 6.2. Dry equipment prior to storage as appropriate. 6.3. Store equipment according to organisational policies and procedures. |
7. Evaluate canyoning activity. | 7.1. Evaluate relevant aspects of canyoning activity. 7.2. Evaluate own performance and identify potential improvements for future performances. 7.3. Make modifications to future canyoning activities where required in response to feedback from participants and own self reflection outcomes. |