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 SISSEQS302A, 'Demonstrate basic dressage and show horse skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate basic dressage and show horse skills' 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 |
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. Prepare for horse riding activity. | 1.1. Determine suitable location in controlled conditions for dressage and show horse riding according to relevant legislation and organisational policies and procedures. 1.2. Select, check and fit tack and personal equipment after consideration of contextual issues. 1.3. Assess and prepare horse safely and appropriately for the activity. 1.4. Identify possible hazards and risks associated with the activity and determine safety procedures. |
2. Mount the horse and warm up. | 2.1. Check and adjust tack before mounting horse in a balanced and controlled manner. 2.2. Adjust equipment as necessary to fit the horse and participant once mounted. 2.3. Warm up the horse at walk, trot and canter on both reins while demonstrating an independent upright seat with the horse quietly accepting the participant's hands. 2.4. Apply aids in an unobtrusive manner consistent with the training of the horse and check attitude and acceptance of the aids. 2.5. Ride the horse alone and in a group using safe zones, and maintain the same rhythm and tempo while travelling away or towards the other horses. |
3. Apply basic dressage skills. | 3.1. Maintain control and an effective, centred, independent upright seat through all gaits and required movements. 3.2. Apply the appropriate aids to ride the required movements in dressage, and demonstrate an understanding of paces and transitions. 3.3. Ride all required shapes and movements accurately, and apply the principles of forwardness and frame, forward movement and straightness. 3.4. Recognise horse resistances and evasions and take appropriate measures to address these during dressage. |
4. Apply basic show horse skills. | 4.1. Assess the arena and use it to its best advantage for a work-out. 4.2. Interpret work-out instructions and determine correct turnout and etiquette for horse and participant in all show classes normally seen at a hack show. 4.3. Maintain control and a centred, independent upright seat through all gaits and required movements in show horse. 4.4. Apply accurate and controlled riding of a range of typical work-outs encountered in a saddle horse or hack class, and incorporate the principles of forward and straight movement. |
5. Demonstrate basic poles and grids. | 5.1. Maintain a centred, independent and effective two and three point seat through required movements in poles and grids. 5.2. Keep the horse under control and accepting of the participant's hands over poles. 5.3. Ride at speeds up to 350 metres per minute. 5.4. Control rhythm, tempo, line and frame of the horse when riding over poles. 5.5. Determine the horse's length of stride at trot and canter and how this affects jumping distances for poles and the required movements. |
6. Dismount and release horse. | 6.1. Dismount in a balanced manner and complete post-activity responsibilities. 6.2. Lead horse safely and cool down as necessary. 6.3. Check horse for injury, remove equipment and release appropriately. |
7. Evaluate activity. | 7.1. Evaluate relevant aspects of the riding activity. 7.2. Review performance and identify strengths and areas requiring improvement. |