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 SRCAQU006B, 'Supervise clients at an aquatic facility or environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Supervise clients at an aquatic facility or environment' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify hazardous behaviours and situations | 1.1 | Identify factors that contribute to problems that occur in an aquatic facility or environment |
1.2 | Identify people at risk or those who have specific needs when they are in an aquatic facility or environment | ||
1.3 | Promptly identify hazardous behaviour and activities to the individual and/or other clients | ||
1.4 | Inspection of the aquatic facility or environment and work environment identifies potential hazards and risks in terms of the safety of staff and clients using the aquatic facility or environment and its services | ||
2 | Apply supervision techniques to maintain a safe aquatic facility or environment | 2.1 | Appropriate application of supervision techniques to the nature of the facility or environment in accordance with the facility standards and occupational health and safety requirements and relevant legislation and industry codes |
2.2 | Appropriate response to problems observed to the situation and clients involved and in accordance with the policy and procedures of the organisation, facility or environment | ||
2.3 | Adapt communication to suit the specific characteristics of each aquatic environment and its clients and promotes compliance with safety rules and regulations | ||
2.4 | Make approaches in a non-threatening manner to individuals whose situations, behaviour or actions may be hazardous to themselves and/or others | ||
2.5 | Take action to remove clients when they do not comply with safety rules and regulations in accordance with the policy and procedures of the organisation, facility or environment | ||
2.6 | Comply safety check systems in accordance with the procedures of the organisation, facility or environment | ||
2.7 | Minimise distractions from active surveillance | ||
3 | Assess possible emergency or rescue situations | 3.1 | Communicate information to the individuals according to the Code of Practice of the aquatic facility |
3.2 | Promptly identify signs of possible casualty or those which indicate a person in difficulty | ||
3.3 | Use an appropriate response to situations and clients when problems are observed | ||
3.4 | Assess and communicate emergency situation according to the Code of Practice and emergency plan of the aquatic facility | ||
4 | Report and record incidents | 4.1 | Use of reporting and recording procedures meet regulatory requirements and those of the emergency action plan for the aquatic facility or environment |