Assessor Resource

SROODR002A
Plan outdoor recreation activities

Assessment tool

Version 1.0
Issue Date: May 2024


Not applicable.

This unit has been developed for the Outdoor Recreation Industry Training Package.This unit covers the knowledge and skills to independently plan and participate unsupervised in outdoor activities within a team environment in situations where extreme environmental conditions are not likely to occur.This unit addresses the basic principles, knowledge and skills to plan general (non activity-specific) requirements for participation in outdoor recreation activities. Activity-specific aspects of clothing and equipment selection are addressed in activity-specific units.This unit incorporates the unit SROODR001A Apply basic outdoor recreation logistics, and this should be taken into consideration when planning to meet pre-and co-requisite requirements.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

Not applicable.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm sufficient knowledge of the factors influencing the selection and preparation of equipment and its use, as well as food, fluid and clothing requirements for independent participation in outdoor recreation activities

Assessment of performance should be overa minimum of three (3) different occasionscovering all prescribed categories from the RangeStatements that are applicable to planning for and participation in outdoor activities independently in conditions as specified in the RangeStatements in a range of typical weather conditions at a range of different locations or sites

Assessment must confirm the ability to apply this knowledge and appropriate techniques to

apply knowledge of factors affecting the context in order to plan for safe participation

apply in-depthknowledge of equipment and clothing suitable to different contexts

discriminate between features of relevant equipment and clothing

define requirements for specific needs

select the most appropriate equipment, food and clothing

plan for contingencies

operate independently (as part of a group or team) in both routine and predictable non-routine situations

use knowledge of equipment to select and use that which is most appropriate in different contexts

establish and maintain in a safe manner all categories of temporary site relevant to outdoor recreation participation, minimising environmental impact

maintain personal physiological well-being during activities in a range of typical weather condition

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SROOPS003B Apply weather information

SRONAV002B Navigate in difficult or trackless areas

Required knowledge and skills

Required knowledge (at a level to undertake activities independently)

Minimal impact codes and practices

Factors that affect physiological well-being to assist in the planning of food, water and clothing

Factors affecting the selectionof general equipment used in outdoor activities

advantages

disadvantages

construction features

cost

ability to repair

Dietary requirements when participating in outdoor activities, and thetypes of food which can supply these requirements

Types of food available to suit activity constraints

Types of cooking apparatus available for use in outdoor activities, their advantages and disadvantages

Clothing requirements for outdoor activities and general principles affecting clothing selection, eg, layering principle, protective clothing

Hazard identification in order to develop and apply risk minimisation strategies

General land management and legislative requirements which may apply to participation in outdoor activities

Use of general equipment in an outdoor recreation context

torches

tents

backpacks

water bottles

Water purification methods and equipment

Effects of weather conditions on performance and requirements

Contents for first aid kits used in outdoor activities

Communication techniques used in outdoor activities

Required skills (at a level to undertakeactivities independently)

Food preparation in an hygienic manner in an outdoor environment

Cooking on fires/fuel stoves

Communication strategies in an outdoor activity and use ofcommunication equipment

Resource implications

Physical resources - assessment of this unit of competency requires access to

arange of general outdoor equipment, eg, tents, stoves, torches

arange of types of general outdoor clothing, eg, raincoats, footwear, jackets

associated resources and information on typical outdoor activity locations/venues and clothing

Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit at the level above, i.e., SROODR003A

be competent, as a minimum, in the units SRXFAD001A , SRXRIK001A and SRXEMR001A to ensure adequate risk management during the assessment

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Due to issues such as variations in contextual issues, this unit of competency must be assessed overa minimum ofthree (3) different occasionsin order to ensure consistency of performance over the RangeStatements and contexts applicable to applying general principles of independent participation in outdoor activities

Context for assessment

For valid and reliable assessment this unit of competency must be assessed in the context of participation in a realoutdoor recreation activity

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning onrequired knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

2

2

1

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information - Evaluating possible activity sites/locations to determine the most appropriate within the particular contextual issues

Communicating ideas and information - Liaising with land managers in order to comply with statutory requirements

Planning and organising activities - Planning equipment needs, sources of equipment and most appropriate equipment for the site/location

Working with teams and others - Planning and organising group equipment requirements

Using mathematical ideas and techniques - Calculating food and water requirements

Solving problems - Selecting equipment and clothing which meets activity constraints (eg, weight constraints) but which adequately maintains physiological well-being

Using technology - Using technology to access information about activity sites/locations

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Not applicable.

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Activity constraints

[all categories]

all factors which may impact upon food and water requirements within a particular activity, including

weight constraints

carrying capacity

cooking method available

water availability

length/duration of activity

temperature/season

budget

Contextual issues

[all categories]

includes all factors which may impact upon the particular activity

season

activity location

time of day

weather

length of activity

participant size and ability

weight constraints of activity

destination

condition of terrain, activity location or medium

group needs

unsupervised

Equipment

[all categories]

includes all aspects of general outdoor equipment required for participation

general outdoor equipment, eg, tents, backpacks, stoves, torches

personal equipment, eg, jackets, raincoats

safety equipment, eg, first aid kit

group equipment, eg, communications

Hazards

[all categories]

potential terrain hazards

environmental hazards

heat

cold

rain

snow

flood

fire

storms

ice

people hazards

equipment failure

Improvised equipment

[all categories]

repaired equipment

protective clothing

shelters

first aid resources, eg, slings, bandages

emergency response resources, eg, stretchers, splints

Non-routine situations

[all categories]

may include

lost or damaged equipment

unseasonal weather conditions

injuries

emergencies

communication breakdowns

phobias and panic in other group members

characteristics of other group members

weight

size

physical ability

cultural background

Planning process

[all categories]

access

start

finish

emergency

transport

viability

weather considerations

environmental factors

Statutory and organisational procedures

[all categories]

include

permits frommanagement authorities

authority/permission from landowners

documented operating procedures and organisation/enterprise policies

Temporary sites

[all categories]

includes sites used as

rest stops

activity sites

temporary or overnight shelter

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Evaluate the suitability of a range of possibleactivity sites/locations to select one which is appropriate topersonal objectives 
Source and apply local area knowledge to assist in the planning process 
Identify and comply with statutory and organisational procedures 
Identify and select where appropriate, specific sites within the designated activity location for use with reference to minimal impact on the environment 
Identify hazards associated with the activity and implement risk minimisation procedures within the control of the participant during the planning and preparation 
Identify equipment needs after consideration of contextual issues 
Identify and evaluate sources of equipment according to needs 
Source equipment a suitable time prior to the activity to allow for checking 
Check equipment for serviceability to ensure that it is in good working order 
Confirm suitability of equipment to individual needs and conditions 
Prepare equipment for transportation to activity location in a manner to minimise loss or damage 
Use equipment in accordance with operational procedures and/or manufacturer's recommendationsto ensure that design limits are not exceeded 
Adjust and fit, where necessary, equipment to ensure comfort and safety 
Monitor equipment for wear and damage during use and prior to storage and refer damaged equipment to the appropriate person 
Store equipment in a suitable manner according to organisational procedures and/or manufacturer's recommendations 
Analyse food requirements and apply this analysis to select and maintain intake, based on principles of nutrition and energy requirements for conditions and type of activity 
Ensure menu planning and preparation is appropriate for dietary requirements and personal tastes within the activity constraints 
Apply knowledge of the range of food products available to select food which is most appropriate based onperishability, packaging and storage considerations 
Identify and plan for emergency food requirements 
Calculate fluid requirements, based on the requirements of a particular activity 
Identify elements to consider when calculating fluid requirements 
Access information on water purification techniques appropriate to the water source 
Outline the range of water purification techniques available and demonstrate use ofpurification resources appropriate to the water source 
Prepare water for carrying and storage in a manner appropriate to the activity and to minimise potential breakage of container 
Identify causes of heat loss and heat exhaustion /stroke during an activity 
Select clothing suitable to the activity, based on consideration of contextual issues, as well as a knowledge of the principles of clothing selection and an application of knowledge ofthe features and limitations of different fabrics 
Determine and comply with statutory and organisational procedures applicable to the activity and activity site/location 
Establish temporary sites, where required, to ensure comfort, safety and minimal impact 
Assess the non-routine situation and establish the need for improvised equipment or techniques 
Identify current resources that can be used for improvised techniques or equipment 
Ensure consideration is given to the ability to acquire new or additional resources 
Evaluate the ability to improvise with current resources whilst maintaining the safety of the activity 
Demonstrate the ability to improvise equipment and/or techniques to deal with non-routine situations 
Modify the activity, where necessary, to accommodate the use of improvised equipment or circumstances 

Forms

Assessment Cover Sheet

SROODR002A - Plan outdoor recreation activities
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SROODR002A - Plan outdoor recreation activities

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: