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

SISORAF505A Mapping and Delivery Guide
Instruct rafting skills

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISORAF505A - Instruct rafting skills
Description This unit describes the performance outcomes, skills and knowledge required to instruct rafting skills. This unit focuses on planning, instructing and evaluating instructional rafting sessions to enable participants to achieve the skills and knowledge required to participate independently, or with minimal supervision, in rafting activities on graded water conditions.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those working as rafting instructors who are responsible for planning, implementing and evaluating instructional sessions for groups of participants in a range of graded water conditions, with up to grade 4 rapids. This unit applies to leaders working for outdoor education or adventure providers; volunteer groups, not-for-profit organisations or government agencies.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
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: Plan the session.
  • Establish participant's needs and characteristics.
  • Assess participant's current rafting knowledge in order to determine the session'saims and objectives.
  • Determine an instructional plan according to participant's needs and characteristics.
  • Develop a rafting plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
  • Identify potential hazards associated with rafting and minimise risks according to organisational policies and procedures.
  • Access relevantsources to interpret detailed weather and environmental information and determine contingency plans.
       
Element: Select and organise equipment and resources.
  • Select and access equipment and resources according to contextual issues and organisational policies and procedures.
  • Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations and adjust and fit to ensure personal comfort.
  • Check contents of first aid and repair kits to ensure suitability to the location and activity.
       
Element: Brief participants.
  • Communicate instructions and relevant information about the rafting session in a manner appropriate to the participants.
  • Encourage participants to seek clarification, information and feedback as required during the session.
  • Establish a suitable communication system for participants to use while rafting.
  • Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.
  • Check and confirm that all participant equipment is fitted and adjusted.
       
Element: Instruct a rafting session.
  • Conduct introductory activities for participants to reduce the risk of injury.
  • Demonstrate procedures for dealing with emergency and non routine situations according to organisational policies and procedures.
  • Apply instructional techniques to impart required knowledge, rafting techniques and safety and rescue procedures.
  • Inform participants of opportunities to further develop their rafting skills and knowledge.
       
Element: Complete post session responsibilities.
  • Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
  • Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.
  • Evaluate relevant aspects of the rafting session and determine the level of learning achieved.
  • Identify potential areas of improvement for future rafting instructional sessions.
       


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 provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

plan, instructs and monitors participant performance and response appropriately to participant behaviour to maintain an effective learning environment

activities are conducted safely according to participant's needs, characteristics and teaching location

applies effective contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure and makes adjustments in response to changing situations

instructs sequential sessions that meet participant expectations, comply with legislative and organisation requirement, and are of sufficient duration to allow the participant to demonstrate rafting skills

observes and monitors the progress of participants and provides constructive feedback and intervention to improve rafting performance

evaluates participant and own performance and identifies improvements for future sessions

uses appropriate delivery technique to enhance client learning and performance.

Context of and specific resources for assessment

Assessment must ensure instruction of rafting activities appropriate to the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

suitable inland graded rivers, with up to grade 4 rapids, for the conduct of instructional sessions

participants to take part in the rafting session

rafting, safety, rescue, navigation, communication and teaching equipment

resources and information regarding participants and location to plan, instruct and document rafting sessions for a variety of participants

a suitable and safe method of transport, if required to drive raft to and from activity location.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of planning processes, such as consulting with participants to determine their needs and characteristics

oral or written questioning to assess the application of legislation and organisational policies and procedures to enable safe conduct of all rafting activities

observation of safe rafting instruction, monitoring and adjustment according to participant's needs and characteristics

portfolio of rafting session plans

third-party reports from a supervisor detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.

Required skills

communication skills to:

convey information about the safety aspects of the session

interact with participants to create a safe and positive environment

provide clear and accurate instructions

encourage participants

problem-solving skills to:

plan rafting sessions according to participant's needs and characteristics

address participant difficulties in developing techniques

anticipate and respond to non routine situations

read direction and speed of flow, currents, eddies and other hydrological features

self-management to review and reflect on own work performance in effectively planning and instructing a session according to client expectations

conflict resolution skills to identify and respond to inappropriate behaviour to enable effective management of group cohesion

planning and organising skills to:

source, allocate and coordinate resources, equipment and a suitable rafting location

monitor and evaluate progress

organise participants into manageable groups for rafting

select appropriate instructional techniques

make modifications to the session appropriate to location and environmental conditions

language and literacy skills to:

produce rafting and instructional plans for the session

complete post session participant and self evaluations

first aid and emergency response skills appropriate to the location to enable initial response and or rescue in emergencies whilst instructing rafting.

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of rafting activities

Marine Service Board, Marine Board Code of practice and minimal impact codes applicable to rafting to ensure safety and protection of environment

site specific information to assist in the planning process and enable management of potential rafting hazards, and any special restrictions applying to the area

equipment and raft types, characteristics and safety features, the advantages and disadvantages, and its care and maintenance

selection and use of Personal Flotation Devices and rescue equipment, to ensure safety of participants

clothing requirements for rafting such as wet weather gear to maintain warmth and sun protection to minimise sunburn and heat stroke

instruction techniques and theories applicable to a range of ages and learning abilities to enable the provision and adjustment of appropriate instruction

principles of nutrition to maintain health and energy throughout the session

communication systems used during rafting to reduce risk

navigation techniques to determine location and direction

hydrology and river features such as currents, banks, change in gradient and volume, and how these might impact on the rafting experience

international river grading system to understand conditions and appropriateness of the river to the level of participants

defensive and aggressive swimming techniques to swim out of trouble

common injuries which may preclude participation

first aid, emergency and rescue procedures relevant to the location to ensure risk minimisation to self and group.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Characteristics may include:

age

cultural and situational factors

previous experience and knowledge

physical development

injuries and illnesses.

Session's aims and objectives may include:

development of rafting skills and techniques

education

therapy

fitness targets

recreation.

Instructional plan may include:

rafting activities and drills

duration of activities and drills

safety considerations

location

logistical requirements.

Rafting plan may include:

aims and objectives

date, time and duration

location, equipment and resources

safety requirements.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

communication protocols

confidentiality of participant information

working with children

environmental regulations

code of ethics.

Hazards may include:

temperature extremes

slippery or unstable terrain

slippery or unstable shore

poor posture, poor technique

poor carrying techniques

loose or insecure craft when being transported

stoppers or holes

strainers

rocks

waterfalls

man made objects

weirs

sieves

undercuts

other craft.

Risks may include:

hyperthermia

hypothermia

flips and capsizes

wraps

entrapments

injuries

lost party or party member

equipment and course failure.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

coastal patrol or coastguard

volunteer marine rescue

local knowledge.

Weather and environmental information may include:

satellite images

daily and weekly forecasts

maximum and minimum temperatures

event warnings

river levels

synoptic charts

high and low tide predictions.

Contingency plans may include:

change in location

change in river conditions

wait til conditions improve

don't get on river

equipment failure.

Equipment may include:

rafting equipment

safety and rescue equipment

navigation equipment

communication equipment.

Resources may include:

clothing and footwear

wet weather gear

food and water

teaching aids

safety equipment

rafting equipment

transport.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size

length of session

evacuation route

equipment available.

Relevant information may include:

safety and rescue procedures

rafting techniques

hydrological features

responsible and safe behaviour.

Instructional techniques may include:

simple to complex

part to whole

chronological

known to unknown

D.E.D.I.C.T

demonstrate

explain

demonstrate

instruct

critique

test

E.D.I.C.T

explain

demonstrate

instruct

critique

test

I.D.E.A

introduce

demonstrate

explain

apply

Rafting techniques may include:

forward and reverse ferry glides

raft control using crew

weight distribution

guide strokes

paddling manoeuvres

management of portages and raft linings

breaking in and out of current

use of current

offensive and defensive guiding

group roles and responsibilities.

Safety and rescue procedures may include:

emergency and rescue procedures

defensive and aggressive swimming

group management in emergency situations

symptoms, treatment and prevention of common rafting risks.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

assessment technique

group feedback

directing techniques

rescue techniques employed.

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
Establish participant's needs and characteristics. 
Assess participant's current rafting knowledge in order to determine the session'saims and objectives. 
Determine an instructional plan according to participant's needs and characteristics. 
Develop a rafting plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures. 
Identify potential hazards associated with rafting and minimise risks according to organisational policies and procedures. 
Access relevantsources to interpret detailed weather and environmental information and determine contingency plans. 
Select and access equipment and resources according to contextual issues and organisational policies and procedures. 
Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations and adjust and fit to ensure personal comfort. 
Check contents of first aid and repair kits to ensure suitability to the location and activity. 
Communicate instructions and relevant information about the rafting session in a manner appropriate to the participants. 
Encourage participants to seek clarification, information and feedback as required during the session. 
Establish a suitable communication system for participants to use while rafting. 
Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour. 
Check and confirm that all participant equipment is fitted and adjusted. 
Conduct introductory activities for participants to reduce the risk of injury. 
Demonstrate procedures for dealing with emergency and non routine situations according to organisational policies and procedures. 
Apply instructional techniques to impart required knowledge, rafting techniques and safety and rescue procedures. 
Inform participants of opportunities to further develop their rafting skills and knowledge. 
Retrieve, inspect, repair and store equipment according to organisational policies and procedures. 
Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required. 
Evaluate relevant aspects of the rafting session and determine the level of learning achieved. 
Identify potential areas of improvement for future rafting instructional sessions. 

Forms

Assessment Cover Sheet

SISORAF505A - Instruct rafting skills
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

SISORAF505A - Instruct rafting skills

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: