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 SISOKYK303A, 'Apply inland kayaking skills on Grade 2 water'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply inland kayaking skills on Grade 2 water' 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 kayaking activity.
1.1. Identify and plan food and water requirements according to principles of nutrition and contextual issues.
1.2. Identify an appropriate activity location according to relevant legislation and organisational policies and procedures.
1.3. Access relevant sources to interpret weather and environmental information and determine activity plan.
1.4. Identify potential hazards and obstacles associated with the activity and determine a contingency plan to minimise risks.
2. Select equipment.
2.1. Select kayak and equipment according to contextual issues and organisational policies and procedures, and check working condition.
2.2. Fit and adjust equipment according to manufacturer's specifications to ensure comfort, safety and suitability to the participant and kayak.
2.3. Select personal equipment for the activity and identify the design and or construction features that make it appropriate.
2.4. Select safety and rescue equipment appropriate to the activity location.
2.5. Waterproof, pack and fasten equipment that is not required on hand, and prepare kayak for transportation if required.
3. Control kayak in moving water.
3.1. Embark and disembark the kayak while maintaining stability.
3.2. Apply appropriate strokes and techniques to cross and break into and out of currents.
3.3. Negotiate or avoid hazards using a combination of strokes and techniques.
3.4. Support the kayak using the paddle to prevent capsize.
3.5. Apply knowledge of river and hydrological features to assist in controlling the kayak.
4. Plan and run a route through a rapid.
4.1. Scout and assess sections of moving water to identify hydrological features, hazards and impediments.
4.2. Select and navigate preferred route using efficient strokes and technique.
4.3. Apply navigation skills to determine location and follow route.
4.4. Maintain communication with other paddlers.
5. Roll a kayak in Grade 2 water.
5.1. Determine roll techniques appropriate for Grade 2 water.
5.2. Perform a roll and maintain calm while upside down in Grade 2 water.
5.3. Regain paddling position promptly on completion of roll.
6. Apply capsize procedures.
6.1. Exit the kayak in a controlled manner following capsize.
6.2. Maintain appropriate body position in the water to minimise injury and entrapment.
6.3. Manoeuvre the upturned kayak to shore or to rescue craft, and empty water from kayak.
6.4. Re-enter the kayak in an eddy or bring ashore.
7. Evaluate kayaking activity.
7.1. Evaluate relevant aspects of the kayaking activity.
7.2. Identify improvements for future kayaking experiences.