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 SISXCAI303A, 'Plan and conduct sport and recreation sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and conduct sport and recreation sessions' 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. Consult with participants to determine needs.
1.1 Identify participant needs and aims.
1.2 Identify sources of information and collect relevant information required to plan a session.
1.3 Confirm information is up-to-date, accurate and comprehensive.
1.4 Conduct relevant tests and assessments to determine the condition of the participants in consultation with relevant support personnel as required.
1.5 Assess the likely demands of the session on the participants.
1.6 Advise participants of any reasons why they should not participate in a given session.
1.7 Refer participants with specific requirements to an appropriate person or agency.
2. Develop a session.
2.1 Identify support personnel required for the session.
2.2 Identify appropriate tasks and activities according to session aims, participant needs and abilities, and available resources.
2.3 Design a session plan to meet the identified needs, abilities and risk factors of participants.
2.4 Identify external factors which may disrupt or influence the delivery, value and outcome of the session.
2.5 Confirm session plan meets requirements for acceptable levels of supervision.
2.6 Seek agreement on the plan with staff, participants and organisations as required.
3. Prepare resources for the session.
3.1 Identify and organise a venue appropriate for the session, participant needs and their abilities.
3.2 Identify and check availability of equipment appropriate for the session and participant needs and abilities.
3.3 Confirm availability of resources with appropriate staff, support personnel, organisations and participants.
3.4 Organise and brief support personnel.
3.5 Check equipment for damage or deterioration and report as required to supervisor.
3.6 Issue or set up equipment as required and provide assistance with fitting where necessary.
3.7 Modify or condition equipment for use by different participant groups.
4. Conduct the session.
4.1 Inform participants of session aims and objectives.
4.2 Demonstrate safe and appropriate warm-up techniques to participants, relevant to the proposed session.
4.3 Communicate instructions and information in a manner suitable to participants.
4.4 Demonstrate techniques for using equipment.
4.5 Provide positive feedback to enhance participant motivation and self-esteem.
4.6 Monitor factors that may affect the performance and safety of the group or individual.
4.7 Modify session as required.
5. Conclude the session.
5.1 Cool-down participants through safe and appropriate exercises.
5.2 Check equipment for damage and wear at the end of the session and report to supervisor.
5.3 Report missing equipment to supervisor.
5.4 Carry out minor repairs, as appropriate within own job role and responsibility to acceptable standards.
5.5 Leave facility or venue in a condition suitable for future use.
6. Evaluate the session.
6.1 Seek and acknowledge feedback from participants and other staff.
6.2 Evaluate all relevant components of the program according to evaluation criteria and record outcomes.
6.3 Identify potential areas of improvement of future sessions.
6.4 Review own performance and identify potential improvements.