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 SISOCLA412, 'Instruct top rope climbing on artificial surfaces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct top rope climbing 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 a climbing session.
1.1. Establish participant needs and characteristics.
1.2. Assess current climbing knowledge of participants in order to determine session aims and objectives.
1.3. Determine an appropriate instructional plan according to participant needs and characteristics.
1.4. Develop a climbing plan to meet participant needs and characteristics, relevant legislation and organisational policies and procedures.
1.5. Determine artificial surface for session.
1.6. Identify potential hazards and risks associated with climbing on an artificial surface and minimise according to organisational policies and procedures.
1.7. Access relevant sources to interpret detailed weather and environmental information to determine activity and contingency plans, as appropriate.
2. Select and organise equipment and resources.
2.1. Select, access and check serviceability of equipment and resources according to contextual issues and organisational policies and procedures.
2.2. Check personal protective equipment for safety and suitability, according to relevant legislation and manufacturer recommendations, and adjust and fit to ensure personal comfort and safety.
2.3. Check anchors and belay system to ensure conformance to relevant standards for artificial climbing surfaces.
2.4. Organise and check that participants are wearing appropriate clothing and climbing footwear.
2.5. Check emergency response equipment including first aid kit and make available to support instructional activities at height.
3. Brief participants.
3.1. Communicate instructions and relevant information about the climbing session in a manner suitable to the participants.
3.2. Encourage participants to seek clarification, information and feedback as required during the session.
3.3. Establish a suitable communication system for participants to use while climbing and belaying.
3.4. Outline safety procedures and safe areas and or boundaries for the activity.
3.5. Check and confirm participants are properly equipped for the climbing session and that equipment is fitted and adjusted.
4. Instruct a climbing session.
4.1. Conduct introductory activities for participants to reduce the risk of injury.
4.2. Demonstrate effective climbing, belaying and back-up belaying techniques.
4.3. Demonstrate and practice effective procedures for creating a secure and stable rope attachment to the climbers harness.
4.4. Demonstrate and practice effective human operated belay procedures.
4.5. Apply clear and accurate instructional techniques to impart climbing specific knowledge, skills and safety and rescue procedures.
4.6. Observe participant performance during climbing session, provide appropriate feedback and adjust or refine individual and or group technique as required.
4.7. Demonstrate procedures for dealing with emergency and non routine situations according to organisational policies and procedures.
4.8. Inform participants of opportunities to further develop their climbing skills and knowledge.
5. Instruct a rescue techniques session.
5.1. Demonstrate how to manage situations requiring direct assistance, and demonstrate correct approach procedures for the particular situation.
5.2. Explain the advantages and disadvantages of rescue strategies for individual situations.
5.3. Demonstrate different direct and indirect rescue strategies according to the degree of urgency, resources, rescuee status and ability.
5.4. Demonstrate establishing and operating a rescue system efficiently and inform other group members of their role.
5.5. Demonstrate lowering procedures to recover a conscious and unconscious person from an artificial surface with assistance from others who are unskilled in rescue techniques.
5.6. Demonstrate constructing and using an improvised harness in a rescue situation.
5.7. Demonstrate an escape from a belay.
5.8. Monitor participants during rescue session, provide appropriate feedback to adjust or refine individual and group technique as required.
6. Complete post-session responsibilities.
6.1. Retrieve, inspect and store equipment according to organisational policies and procedures.
6.2. Evaluate relevant aspects of the climbing sessions.
6.3. Identify potential areas of improvement for future climbing sessions.
6.4. Review own performance and identify potential improvements.