Application
This unit describes the performance outcomes, skills and knowledge required to design adventure-based learning programs to meet the objectives and learning needs of participants and enhance their learning opportunities.
Programs may be developed for general consumer groups but would generally be customised to the needs of a particular client group.
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 senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program managers and senior facilitators and leaders who may also deliver the program.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify program objectives and learning needs of participant groups | 1.1. Identify and analyse program objectives and learning needs of different consumer markets. 1.2. Consult with clients to determine program budget, objectives and special learning requirements for particular client groups. 1.3. Discuss and determine complex learning needs of participants and known barriers to learning. 1.4. Identify characteristics and abilities of participants that affect participation in recreational activities. |
2. Design the structure and content of the program. | 2.1. Consult with external service providers, as required, to assist with design of programs to meet special needs of participants. 2.2. Select an adventure-based learning model to meet participant needs, and determine phases to allow for progression and transfer of learning. 2.3. Determine and document learning outcomes according to identified learning objectives and needs. 2.4. Select suitable recreational activities and environments in line with learning outcomes, and participant abilities. 2.5. Program a sequence of activities to provide effective staged achievement of learning outcomes. 2.6. Select facilitation techniques suitable for learning outcomes, participant needs and the stages of group development. 2.7. Develop and document session plans for each stage of the program. 2.8. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.9. Document and present final program within client and organisational budgetary constraints for approval by relevant personnel and or clients. |
3. Evaluate effectiveness of the program. | 3.1. Develop methods and tools to monitor individual and group development during programs. 3.2. Liaise with delivery personnel throughout program operation to identify successes, problems and difficulties. 3.3. Obtain and evaluate feedback from delivery personnel, client groups and participants. 3.4. Evaluate program according consultation with others. 3.5. Modify and continuously improve current and future programs according to feedback and program evaluation. |
Foundation Skills
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. | |
SKILLS | DESCRIPTION |
Writing skills to: | document comprehensive adventure-based learning programs using language easily understood by clients and all staff prepare detailed session plans incorporating correct terminology and jargon for activities and experiential facilitation techniques. |
Self-management skills to: | take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of program to initiate improvements. |
Sectors
Outdoor Recreation
Competency Field
Adventure-based Learning