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Evidence Guide: SRCCRD007B - Develop recreation programs

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

 

SRCCRD007B - Develop recreation programs

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

Determine program parameters

  1. Undertake research to establish client needs and identify target groups
  2. Analyse organisation aims and objectives with regards to programming implications
  3. Determine the composition and nature of the programs which will address the identified needs of both clients and the organisation
  4. Undertake appropriate work to ascertain support, the capacity for a coordinated effort and factors which will affect provision of programs
  5. Undertake research to identify key people, issues to be addressed, possible strategies and options for action
Undertake research to establish client needs and identify target groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse organisation aims and objectives with regards to programming implications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the composition and nature of the programs which will address the identified needs of both clients and the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ascertain support, the capacity for a coordinated effort and factors which will affect provision of programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake research to identify key people, issues to be addressed, possible strategies and options for action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a recreation program plan

  1. Establish objectives and evaluation procedures
  2. Undertake appropriate planning and liaison including developing draft plans in consultation with relevant people
  3. Establish work plans and administration procedures
  4. Identify resources necessary for the conduct of programs, determine a promotional plan/s and establish a budget
  5. Determine recreation program content and design to meet industry standards and necessary approvals gained
  6. Undertake risk audit
  7. Take into account the cultural, linguistic and special needs of the target group/s
Establish objectives and evaluation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate planning and liaison including developing draft plans in consultation with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish work plans and administration procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources necessary for the conduct of programs, determine a promotional plan/s and establish a budget

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine recreation program content and design to meet industry standards and necessary approvals gained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake risk audit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account the cultural, linguistic and special needs of the target group/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the programs

  1. Obtain and allocate necessary resources required for the conduct of recreation programs
  2. Implement work plan, administration procedures and promotional strategy
  3. Monitor, review and modify the recreation program or cancelled if necessary to meet new circumstances
  4. Conduct the recreation program safely to meet stated outcomes and objectives
  5. Follow occupational health and safety and the organisation's emergency procedures and industry standards
Obtain and allocate necessary resources required for the conduct of recreation programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement work plan, administration procedures and promotional strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor, review and modify the recreation program or cancelled if necessary to meet new circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the recreation program safely to meet stated outcomes and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow occupational health and safety and the organisation's emergency procedures and industry standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the program

  1. Actively seek feedback on the program
  2. Assess the recreation program against its planned goals and objectives in accordance with organisational policies and procedures
  3. Discuss outcomes of the evaluation of the recreation program with relevant people to determine future directions
Actively seek feedback on the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the recreation program against its planned goals and objectives in accordance with organisational policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss outcomes of the evaluation of the recreation program with relevant people to determine future directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

determine the range of activities and events that the organisation could provide in response to client needs

collaborate and consult with relevant people

plan programs to meet identified client and organisation needs

implement programs

monitor, review and evaluate the progra

Interdependent assessment of units

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

SRCCRD003B Promote access, equity and diversity in community recreation

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)

Nil

Required knowledge and skills

Required knowledge

Organisation's objectives, policies and procedures

Sources of information on client needs and expectations in order to effectively plan a recreation program for clients

Resource availability within organisation for recreation programs

Resources and support within the community for recreation programs

Resource allocation policies within the organisation

Insurance policy/arrangements

Occupational health and safety legislation relevant to the provision of recreation services

Organisation emergency policy and procedures

Required skills

Basic research skills to identify relevant community sources of information and resources

Organisational skills to coordinate resources necessary for recreation initiative

Communication skills in order to determine client needs

Planning and coordination requirements of a range of activities and events

Monitoring, reviewing and modifying programs

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a work environment in order to identify the need for, and plan and provide, a recreational program

Human resources - assessment of this 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

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

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

1

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 -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology -

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

Required Skills and Knowledge

Not applicable.

Range Statement

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

Administration procedures

[all categories]

registration

receipting

ticketing

confirmation of bookings

transport arrangements

Budget

[all categories]

setting fees

costing expenditure

determining income

allocating funds

Feedback

may be qualitative and quantitative

evaluation forms

asking people

numbers

surveys

complaints

reaction

feedback from staff

financial information

New circumstances

[all categories]

numbers

weather

facility booking falling through

equipment failure

people not arriving, ie, clients or staff

emergencies

Programs

incorporate a coordinated range of recreation, sport and cultural participation activities and events

facility based

educational

holiday/vacation care

groups with specific needs

resort recreation

organisation base

Relevant people

may include

residents within a community

businesses within or related to a community

representatives from advocacy and special interest groups

decision makers and community leaders

individuals, groups and communities affected by issues or programs

owners or managers of resources required

supervisors

representatives from grants/funding agencies

representatives from government and non-government organisations

representatives from peak bodies

colleagues and collaborators

Resources

[all categories]

staff

equipment

venues/facilities

paperwork

transport and logistical arrangements

funds

Target group

[all categories]

diverse cultural and linguistic backgrounds

age specific

clients with specific requirements

Aboriginal and Torres Strait Islander peoples

regular clients

new clients

gender specific

Work environment

varies with respect to

size of the organisation

location

organisational structure

nature of the program/s provided

availability of resources and technology

Work plan

[all categories]

timeframes

schedule of activities/events

promotional plan/s

roles and responsibilities of staff

allocation of resources

permits, approvals and/or permissio