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 SISSGYN201A, 'Teach fundamental gymnastic skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Teach fundamental gymnastic 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
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 gymnastics lesson or lessons.
1.1. Establish participant's needs and characteristics.
1.2. Assess participant's readiness and current knowledge of gymnastics in order to determine lesson aims and objectives.
1.3. Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and accepted best practice of gymnastics.
1.4. Identify safety procedures associated with gymnastics drills, activities and games according to organisational policies and procedures.
1.5. Select and access gymnastics facility, equipment and resources according to organisational policies and procedures, and check to ensure safety and suitability.
2. Brief participants.
2.1. Communicate instructions and relevant information about the gymnastics lesson in a manner appropriate to participants.
2.2. Encourage participants to seek clarification, information and feedback as required during the lesson.
2.3. Inform participants of known and anticipated risks, safety procedures and appropriate behaviour.
2.4. Establish a suitable communication system appropriate to the age and level of participants.
3. Conduct gymnastics lesson or lessons.
3.1. Apply clear and accurate teaching and coaching techniques to impart and develop required knowledge, fundamental skills of gymnastics and physical fitness.
3.2. Conduct warm-up and introductory activities for participants to reduce the risk of injury.
3.3. Monitor individual participant's performance and maintain effective communication throughout gymnastics drills, activities and games.
3.4. Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
3.5. Allow time for cooling down at the end of the lesson and inform participants of opportunities to further develop their gymnastics skills.
4. Complete post lesson responsibilities.
4.1. Provide opportunities for participants to identify their personal progress and satisfaction with the lesson, and give feedback as required.
4.2. Evaluate relevant aspects of gymnastics lesson and determine the level of learning achieved.
4.3. Identify potential areas of improvement for future gymnastics lessons.