Instruct canoeing skills on Grade 3 water Evidence Guide

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Evidence Guide: SISOCNE511A - Instruct canoeing skills on Grade 3 water

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

SISOCNE511A - Instruct canoeing skills on Grade 3 water

What evidence can you provide to prove your understanding of each of the following citeria?

Plan a canoeing session.

Establish participant's needs and characteristics.
Assess participant's current canoeing knowledge in order to determine the session'saims and objectives.
Determine an appropriate instructional plan according to participant's needs and characteristics.
Develop a canoeing plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
Identify potential hazards associated with canoeing on Grade 3 water and manage risks, according to organisational policies and procedures.
Access relevantsources to interpret detailed weather and environmental information and determine contingency plans.

Establish participant's needs and characteristics.

Completed
Date:

Teacher:

Evidence:

Assess participant's current canoeing knowledge in order to determine the session'saims and objectives.

Completed
Date:

Teacher:

Evidence:

Determine an appropriate instructional plan according to participant's needs and characteristics.

Completed
Date:

Teacher:

Evidence:

Develop a canoeing plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Identify potential hazards associated with canoeing on Grade 3 water and manage risks, according to organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Access relevantsources to interpret detailed weather and environmental information and determine contingency plans.

Completed
Date:

Teacher:

Evidence:

Select and organise equipment and resources.

Select and access equipment and resources according to contextual issues and organisational policies and procedures, and check working condition.
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.

Select and access equipment and resources according to contextual issues and organisational policies and procedures, and check working condition.

Completed
Date:

Teacher:

Evidence:

Check equipment for safety and suitability, according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort.

Completed
Date:

Teacher:

Evidence:

Check contents of first aid and repair kits to ensure suitability to the location and activity.

Completed
Date:

Teacher:

Evidence:

Brief participants.

Communicate instructions and relevant information about the canoeing 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 canoeing.
Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.
Check and confirm that all participant equipment is fitted and adjusted.

Communicate instructions and relevant information about the canoeing session in a manner appropriate to the participants.

Completed
Date:

Teacher:

Evidence:

Encourage participants to seek clarification, information and feedback as required during the session.

Completed
Date:

Teacher:

Evidence:

Establish a suitable communication system for participants to use while canoeing.

Completed
Date:

Teacher:

Evidence:

Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.

Completed
Date:

Teacher:

Evidence:

Check and confirm that all participant equipment is fitted and adjusted.

Completed
Date:

Teacher:

Evidence:

Instruct a canoeing session.

Conduct introductory activities for participants to reduce the risk of injury.
Monitor individual participant's performance during canoeing session.
Apply instructional techniques to impart activity specific knowledge, canoeing skills and safety and rescue procedures.
Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
Inform participants of opportunities to further develop their canoeing skills and knowledge.

Conduct introductory activities for participants to reduce the risk of injury.

Completed
Date:

Teacher:

Evidence:

Monitor individual participant's performance during canoeing session.

Completed
Date:

Teacher:

Evidence:

Apply instructional techniques to impart activity specific knowledge, canoeing skills and safety and rescue procedures.

Completed
Date:

Teacher:

Evidence:

Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Inform participants of opportunities to further develop their canoeing skills and knowledge.

Completed
Date:

Teacher:

Evidence:

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 canoeing session, and determine the level of learning achieved.
Identify potential areas of improvement for future canoeing instructional sessions.

Retrieve, inspect, repair and store equipment according to organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.

Completed
Date:

Teacher:

Evidence:

Evaluate relevant aspects of canoeing session, and determine the level of learning achieved.

Completed
Date:

Teacher:

Evidence:

Identify potential areas of improvement for future canoeing instructional sessions.

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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: plans and delivers information, explanations and demonstrations for canoeing session to ensure activities are conducted safely according to participant's needs and characteristics observes and monitors the progress of participants and provides constructive feedback and intervention to improve canoeing performance applies and modifies instructional techniques and or activities to cater for a range of individual learning styles evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment	Assessment must ensure instruction of canoeing activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance. Assessment must also ensure access to: resources and information regarding participants and location to plan, instruct and document canoeing sessions a Grade 3 body of water suitable for the conduct of instructional sessions a group of participants to take part in the canoeing session canoeing, navigation, communication, safety, first aid and teaching equipment.
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 knowledge and application of relevant legislation and organisational policies and procedures to enable safe conduct of all canoeing activities during the session observation of safe canoeing instruction, monitoring and adjustment according to participant's needs and characteristics portfolio of canoeing 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. SISOWWR302A Perform white water rescues and recoveries.

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants to plan a canoeing session that meets their needs

convey information about the safety aspects of the session

interact with participants to create a safe and positive canoeing environment

problem-solving skills to:

plan a suitable canoeing session according to participant's needs and characteristics

observe and correct canoeing technique faults

anticipate and respond to non-routine situations

planning and organising skills to:

source, allocate and coordinate resources, equipment and a suitable body of water

monitor and evaluate progress

organise participants into manageable groups for canoeing

language and literacy skills to:

produce canoeing and instructional plans for the canoeing session

complete post session participant and self evaluations

effective and efficient personal canoeing skills on Grade 3 water to demonstrate and explain canoeing techniques to participants

swimming skills to remove self from danger after a capsize and to manoeuvre canoe while in paddling gear

river reading skills, such as direction and speed of flow, currents, eddies and other hydrological features that may impact on paddling and safety

first aid and emergency response skills appropriate to the location to enable initial response and or rescue in emergencies whilst instructing canoeing on Grade 3 water.

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of sessions

information about local location to assist in the planning process and enable management of potential canoeing hazards, and any special restrictions applying to the location

equipment types, characteristics and technology used for canoeing on Grade 3 water, the advantages and disadvantages of the range of equipment and factors affecting appropriate selection of equipment

clothing and footwear requirements for canoeing to ensure comfort and safety

care and maintenance of canoeing equipment to ensure prolonged life span and safety requirements

instruction techniques and theories applicable to a range of ages and learning abilities

canoeing techniques and common communication systems used between craft on rivers to reduce risk during canoeing

technical canoeing knowledge, such as paddling and capsizing techniques used on Grade 3 water

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

swimming techniques to swim out of trouble and manoeuvre canoe while in water

communication systems and signals used on rivers

weather and environmental information to ascertain possible conditions and their effect on the session

hazards commonly experienced on Grade 3 water and ways to manage them

emergency procedures, rescues, potential hazards and obstacles relevant to the location to ensure safety of self and others.

Range Statement

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.
Session's aims and objectives may include:	developing canoeing skills education development therapy fitness targets recreation.
Instructional plan may include:	canoeing activities and drills duration of activities and drills.
Canoeing plan may include:	aims and objectives date, time and duration location, equipment and resources instructor and participant ratios safety requirements risk management plan.
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 use and maintenance of equipment communication protocols confidentiality of participant information emergency and safety procedures international river grading system code of ethics.
Hazards may include:	temperature extremes slippery or unstable terrain dangerous animals and insects stinging trees and nettles dense vegetation group management hazards slippery or unstable shore poor posture, poor technique poor carrying techniques loose or insecure craft when being transported. other craft.
Risks may include:	hypothermia heat exhaustion injuries exhaustion lost party or party member equipment 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 weather warnings event warnings river levels synoptic charts high and low tide predictions.
Contingency plans may include:	change in weather and conditions equipment failure.
Equipment may include:	canoeing equipment safety and rescue equipment navigation equipment communication equipment.
Resources may include:	food and water clothing and footwear teaching aids.
Contextual issues may include:	weather conditions, including times season transport location trip distance and duration group objectives group size.
Relevant information may include:	risk management logistical details canoeing techniques safety procedures responsible and safe behaviour.
Safety procedures may include:	capsizing procedures rolling procedures symptoms, treatment and prevention of common canoeing risks communication systems use of safety and rescue equipment.
Instructional techniques may include:	part to whole sequential 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 orientate, enhance, synthesise.
Activity specific knowledge may include:	canoeing skills and techniques river features and hydrology minimal impact practices risk and hazard management communication systems used in canoeing.
Canoeing skills may include:	stroke techniques directing and manoeuvring a canoe in a controlled manner capsizing and rolling procedures.
Safety and rescue procedures may include:	emergency response procedures group management in emergency situations symptoms, treatment and prevention of common canoeing 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.

NTISthis.com

Evidence Guide: SISOCNE511A - Instruct canoeing skills on Grade 3 water

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

SISOCNE511A - Instruct canoeing skills on Grade 3 water

Plan a canoeing session.

Select and organise equipment and resources.

Brief participants.

Instruct a canoeing session.

Complete post session responsibilities.

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _