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 SISOCLA302A, 'Apply top rope climbing skills on artificial surfaces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply top rope climbing skills on artificial surfaces' 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 for the activity.
1.1. Identify and select an appropriate activity site after consideration of relevant legislation and organisational policies and procedures.
1.2. Identify associated hazards and procedures to minimise risks to climber and belayer on artificial surfaces.
1.3. Access relevant sources to interpret detailed weather and environmental information to determine activity plan, where applicable.
1.4. Establish a suitable communication system to use while climbing and belaying with other participants.
2. Select and utilise appropriate equipment.
2.1. Select and use equipment according to manufacturer's specifications, after consideration of contextual issues.
2.2. Adjust and fit equipment to ensure personal comfort and safety.
2.3. Complete all necessary personal safety checks prior to commencing climbing and or belaying.
2.4. Demonstrate attachment to a suitable belay system in accordance with manufacturer's specifications, and apply correct rope handling and knot tying techniques.
3. Demonstrate climbing technique.
3.1. Select a suitable route for the climb, inspect the position and quality of features, and provide an accurate route description.
3.2. Display correct posture and fluent climbing techniques suitable to features and possible holds.
3.3. Maintain effective communication between climber and belayer throughout climb.
3.4. Locate and evaluate the main features of the climb, while climbing.
3.5. Locate and utilise rest positions to reduce fatigue.
3.6. Negotiate simple obstacles and a climb in a controlled manner.
3.7. Demonstrate suitable posture for lowering purposes.
4. Demonstrate belaying technique.
4.1. Establish belaying position by moving body in relation to belay device that allows effective use of belay system.
4.2. Demonstrate attachment of belayer to an anchor to minimise movement during a fall.
4.3. Maintain rope tension to ensure fall distance is minimised while not restricting climber movement.
4.4. Monitor climber progress constantly and respond appropriately to climber calls.
4.5. Arrest falls promptly using technique suitable to the belaying device and or situation.
5. Evaluate climbing activity.
5.1. Evaluate relevant aspects of climbing and belaying.
5.2. Identify improvements for future climbing activities.