Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISFFIT422A, 'Implement inclusive aquatic activities for specific population groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement inclusive aquatic activities for specific population groups' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Plan the aquatic session. | 1.1. Identify specific population (participant) groups common to using the aquatic environment requiring modification to aquatic activities. 1.2. Identify participant goals and medical conditions in consultation with participant, caregivers and health professionals as appropriate. 1.3. Identify potential risk status that may be experienced by participant and or group. 1.4. Apply a recognised risk stratification process to the clients' information and identify and assess suitability of environmental features according to the needs of the participant group. 1.5. Address any unsuitable environmental features according to organisational policies and procedures and legislation and regulatory requirements. 1.6. Determine appropriate teaching strategies according to the needs and characteristics of participants. |
2. Design and prepare for an appropriate aquatic session. | 2.1. Develop the session plan according to the needs and characteristics of participants, principles of movement in water, organisational policies and procedures and legislation and regulatory requirements. 2.2. Create a checklist for the aquatic session and identify any potential barriers to participation including basic water basic water assistance. 2.3. Consider the properties of water and the movement skill of participant. 2.4. Communicate potential risk status to participants, caregivers and provide advice on appropriate responses. 2.5. Advise participants and caregivers of the location and appropriate use of resources and amenities. |
3. Conduct activities. | 3.1. Greet participants in a positive manner and inform them of the purpose of the session. Provide guidance on potential movement response initiated from water principles. 3.2. Display expertise in selecting and leading appropriate exercise for participant group. 3.3. Demonstrate the safe and appropriate use of selected exercise equipment. 3.4. Provide clear and accurate information and demonstrations to participants and caregivers during the aquatic session. 3.5. Apply appropriate hydrodynamic principles to result in appropriately modified exercise technique. 3.6. Provide the appropriate type and level of support according to the principles of movement in water to the specific population participating in the aquatic activity. 3.7. Monitor participant's response and adjust or refine the activity or support provided as required. 3.8. Assess aquatic session to determine implementation of basic non contact water assistance |
4. Review the session. | 4.1. Respond to participant and caregiver concerns, feedback and questions as required according to best practice principles of aquatic activities. 4.2. Identify resources and aspects needing further emphasis, attention or intervention in future sessions and report according to organisational policies and procedures. 4.3. Review own performance and identify areas needing improvement and appropriate strategies as required. |