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 SISOCRP302A, 'Conduct a high ropes session'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct a high ropes session' 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 |
1. Prepare for high ropes session. | 1.1. Identify different types and uses of challenge ropes courses. 1.2. Select appropriate high rope course according to participant's needs and characteristics and the session's aims and objectives. 1.3. Develop a plan according to relevant legislation, organisational policies and procedures and participant's needs. 1.4. Identify potential hazards associated with high ropes session and take measures to minimise risks. 1.5. Establish a suitable communication system for participants to use during the session. 1.6. Access relevantsources to interpret detailed weather and environmental information to determine activity plan. |
2. Set up activity. | 2.1. Select and fit harness according to situation and manufacturer's recommendations. 2.2. Identify safe attachment points throughout the course and or elements for the attachment of belays and safety lines. 2.3. Set up elements requiring additional equipment according to organisational policies and procedures. 2.4. Establish dynamic belay systems where required. 2.5. Tie knots according to the situation. 2.6. Select a belay device that is suitable for the situation and the belayer's ability. |
3. Outline belay methods. | 3.1. Instruct and demonstrate correct personal equipment fitting and use. 3.2. Explain essential components of correct belay technique. 3.3. Verify participant understanding of belay technique and safety procedures. 3.4. Supervise participants' practice of belay techniques in a low risk situation. 3.5. Provide feedback on correct technique, to ensure safety of high ropes course participant and belayer. 3.6. Encourage communication between belayer and ropes course participant. 3.7. Establish buddy systems to provide support. |
4. Conduct pre-activity inspection. | 4.1. Check site and immediate area according to organisational policies and procedures. 4.2. Inspect individual elements and perform maintenance tasks according to own ability and responsibility. 4.3. Refer maintenance tasks beyond own ability and responsibility to relevant industry specialists. 4.4. Check participant's clothing and footwear for suitability prior to participation. 4.5. Perform pre-activity check of equipment to ensure that it is in good working order. |
5. Conduct high ropes course activities. | 5.1. Identify potential hazards and risks to both ropes course participants and belayers associated with each element. 5.2. Adjust belay system, where applicable, to ensure the safety of the belayer in the event of a fall. 5.3. Monitor individual participant's performance and provide appropriate feedback. 5.4. Implement appropriate modifications to activities in regard to all variable factors that are monitored. |
6. Perform rescue of high ropes course participant. | 6.1. Determine the advantages and disadvantages of possible rescue strategies for individual situations. 6.2. Identify situations requiring direct assistance, and apply correct approach procedures for the particular situation. 6.3. Select the most appropriate strategy according to the degree of urgency, element features, resources, rescuee status and ability, and personal ability. 6.4. Demonstrate an escape from a belay. 6.5. Establish a rescue system efficiently and inform other group members of their role. 6.6. Operate a rescue system, demonstrating lowering procedures to recover a conscious person from a high ropes element with assistance from rescuee. |
7. Conclude session. | 7.1. Debrief the activity according to activity aims, objectives and own skills and abilities. 7.2. Evaluate relevant aspects of the session and identify potential areas of improvement for future sessions. 7.3. Dismantle, inspect and store equipment according to organisational policies and procedures. 7.4. Prepare reports on the use of the course, and suggested maintenance and modifications, where applicable. |