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 SISOCAY304A, 'Guide single pitch canyoning trips'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Guide single pitch canyoning trips' 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 canyoning trip.
1.1. Conduct relevant assessments to determine the condition of participants.
1.2. Develop a trip plan, according to relevant legislation, organisational policies and procedures and participant's needs.
1.3. Select a canyon suitable to participants and trip objectives according to relevant legislation and organisational policies and procedures.
1.4. Identify hazards associated with canyoning and minimise risks to ensure safety of participants.
1.5. Access relevant sources to interpret detailed weather and environmental information to determine trip plan.
1.6. Determine food and water requirements according to principles of nutrition and contextual issues of the trip.
1.7. Identify most appropriate belay system according to participant's abilities and conditions at the site.
1.8. Inform appropriate authorities before commencing the canyoning trip.
2. Select equipment for the group.
2.1. Select equipment according to contextual issues and organisational policies and procedures and check serviceability.
2.2. Establish anchors and ropes, ensuring they are in correct position for the activity.
2.3. Check safety and rescue equipment according to the needs of participants and characteristics of the canyon.
3. Brief participants.
3.1. Communicate instructions and relevant information about the canyoning trip in a manner suitable to the participants.
3.2. Outline safety procedures and safe areas and or boundaries for the trip and activities.
3.3. Explain symptoms, treatment and prevention of hypothermia, hyperthermia and dehydration to the group to assist in self-monitoring.
3.4. Establish a suitable communication system for participants to use while canyoning.
3.5. Check and confirm participants are properly equipped for canyoning activities.
4. Lead canyoning trip.
4.1. Demonstrate canyoning techniques to participants.
4.2. Monitor canyoning techniques to ensure safety of participants.
4.3. Identify potential hazards and determine how they can be overcome or avoided.
4.4. Monitor individual participant's performance and provide appropriate feedback.
4.5. Implement appropriate modifications to activities in regard to all variable factors that are monitored.
4.6. Provide direction and advice to group during the trip.
5. Complete post trip responsibilities.
5.1. Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
5.2. Evaluate relevant aspects of canyoning trip.
5.3. Identify potential areas of improvement for future canyoning trips.
5.4. Review own performance and identify potential improvements.