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 SISSNTB204A, 'Teach foundation netball skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Teach foundation netball 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 fundamental level netball sessions.
1.1. Identify and assess participants' needs and characteristics to plan tailored netball sessions.
1.2. Identify and assess participants' readiness and current knowledge of netball to determine session aims and objectives.
1.3. Develop a plan to meet participants' needs in accordance with relevant regulations, organisational policies and procedures
1.4. Identify risks and incorporate safety procedures to manage the risks associated with fundamental netball drills, activities and games.
1.5. Access and select location, equipment and resources and check to ensure safety and suitability.
2. Brief participants.
2.1. Communicate instructions and relevant information about the fundamental netball session in a manner understandable to junior or beginner participants.
2.2. Inform participants of known and anticipated risks, safety procedures, responsible, safe and appropriate behaviour and fundamental netball rules.
2.3. Discuss, clarify and establish a suitable communication system to promote teamwork while participating in drills, activities and games.
2.4. Advise procedures for dealing with emergency and non-routine situations.
2.5. Encourage participants to ask questions and seek feedback during the briefing and the session.
3. Conduct fundamental netball sessions.
3.1. Use teaching and coaching techniques appropriate to the needs of junior or beginner participants to develop players' fundamental netball skills in attack and defence and to impart required player knowledge.
3.2. Conduct the coaching session according to accepted best practice in netball coaching and endorsed standards promoted by sporting organisations.
3.3. Conduct warm-up and introductory activities for participants to reduce the risk of injury.
3.4. Use netball drills and activities in practice sessions to progress player skills to game situations.
3.5. Modify, as required, the game and rules for junior players.
3.6. Monitor individual participant's performance and maintain effective communication during fundamental netball drills, activities and games.
3.7. Observe participants during fundamental netball drills, activities and games, and adjust or refine individual or group technique as required.
3.8. Allow time for and conduct cool down activities at the end of the session.
4. Complete post-session responsibilities.
4.1. Talk to junior or beginner participants about opportunities to further develop their fundamental netball skills.
4.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.
4.3. Evaluate relevant aspects of netball session and determine the level of learning achieved.
4.4. Identify areas of improvement for future fundamental netball sessions.