Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISOABL002 Mapping and Delivery Guide
Facilitate adventure-based learning activities

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISOABL002 - Facilitate adventure-based learning activities
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required to facilitate learning through adventure activities according to a pre-designed adventure based learning program which might be self-developed or developed by others. It requires the ability to adjust program content and manage all learning activities to encourage participant engagement.This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.It applies to adventured-based learning facilitators who work independently using discretion and judgement to manage learning activities, risk, and any significant problems when they arise.No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Adventure Based Learning
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare for program delivery.
  • Identify, from program plans, participant characteristics, learning needs and any barriers to learning.
  • Interpret program plan, objectives, learning outcomes, session plans and facilitation techniques.
  • Refine learning activities according to needs of individual participants, within scope of responsibility or refer for authorisation.
       
Element: Prepare participants.
  • Advise participants on how learning during activities can transfer to life and work circumstances.
  • Guide and support participants to set realistic individual and group goals consistent with activity learning outcomes.
  • Negotiate individual and group guidelines to inform participant action and behaviour.
  • Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
       
Element: Manage adventure-based learning activities.
  • Communicate activity instructions and ideas clearly and constructively to engender participant confidence.
  • Encourage questions and advice before and during activity and provide ongoing feedback.
  • Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety.
  • Reinforce the value of individual differences to stimulate and encourage contribution, cooperation and collaboration.
  • Implement strategies which develop trust between individuals within the group and with leaders.
  • Monitor and maintain compliance with agreed individual and group guidelines.
  • Monitor individual and group progression throughout activities.
  • Re-evaluate participant needs and session outcomes; modify activities to ensure participant engagement and challenge.
       
Element: Manage participant safety and well-being during activities.
  • Monitor activity conditions, hazards and the physical and emotional safety of individuals and the group.
  • Respond immediately to adverse participant reactions and hazardous situations.
  • Complete ongoing risk assessments to minimise distress or injury to participants and others.
  • Amend activities if risk is unacceptable; cease activities when required.
       
Element: Debrief with participants.
  • Encourage participants to identify achievement of individual and group goals.
  • Provide constructive feedback on individual actions and group interaction, and collaboratively evaluate individual and group outcomes.
  • Facilitate individuals and group to identify how learning can be transferred, and their future learning needs.
  • Use a suitable facilitation activity to develop personal and group action plans.
       
Element: Evaluate learning sessions.
  • Debrief with team members to identify successes, problems and difficulties.
  • Evaluate feedback from participants on their challenges and achievements.
  • Self-evaluate sessions against learning objectives achieved, own performance, and identify areas for future improvement.
       

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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
Identify, from program plans, participant characteristics, learning needs and any barriers to learning. 
Interpret program plan, objectives, learning outcomes, session plans and facilitation techniques. 
Refine learning activities according to needs of individual participants, within scope of responsibility or refer for authorisation. 
Advise participants on how learning during activities can transfer to life and work circumstances. 
Guide and support participants to set realistic individual and group goals consistent with activity learning outcomes. 
Negotiate individual and group guidelines to inform participant action and behaviour. 
Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 
Communicate activity instructions and ideas clearly and constructively to engender participant confidence. 
Encourage questions and advice before and during activity and provide ongoing feedback. 
Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety. 
Reinforce the value of individual differences to stimulate and encourage contribution, cooperation and collaboration. 
Implement strategies which develop trust between individuals within the group and with leaders. 
Monitor and maintain compliance with agreed individual and group guidelines. 
Monitor individual and group progression throughout activities. 
Re-evaluate participant needs and session outcomes; modify activities to ensure participant engagement and challenge. 
Monitor activity conditions, hazards and the physical and emotional safety of individuals and the group. 
Respond immediately to adverse participant reactions and hazardous situations. 
Complete ongoing risk assessments to minimise distress or injury to participants and others. 
Amend activities if risk is unacceptable; cease activities when required. 
Encourage participants to identify achievement of individual and group goals. 
Provide constructive feedback on individual actions and group interaction, and collaboratively evaluate individual and group outcomes. 
Facilitate individuals and group to identify how learning can be transferred, and their future learning needs. 
Use a suitable facilitation activity to develop personal and group action plans. 
Debrief with team members to identify successes, problems and difficulties. 
Evaluate feedback from participants on their challenges and achievements. 
Self-evaluate sessions against learning objectives achieved, own performance, and identify areas for future improvement. 

Forms

Assessment Cover Sheet

SISOABL002 - Facilitate adventure-based learning 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

SISOABL002 - Facilitate adventure-based learning 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: