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 SISOCHC003, 'Lead challenge course sessions, high elements'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead challenge course sessions, high elements' 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
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare equipment and participants. | 1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up personal protective equipment (PPE) to match participants, high elements and prevailing conditions. 1.4. Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures. 1.5. Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit. |
2. Brief participants. | 2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. |
3. Instruct belay techniques for high elements. | 3.1. Fit and adjust harnesses and belay equipment to participants to ensure comfort and safety. 3.2. Attach participants to established belay system, tie suitable knots, as required, and complete safety checks. 3.3. Explain importance of belaying and demonstrate essential components of belay technique. 3.4. Explain communication protocols and their importance. 3.5. Verify participant understanding of belay technique, communication protocols, and safety procedures. 3.6. Supervise belayer’s practice of belay techniques in a low risk situation. 3.7. Observe and monitor participant performance of belay technique and provide feedback and corrective instruction. |
4. Lead high element activities. | 4.1. Explain and demonstrate techniques for use of independent and linked high elements. 4.2. Position belayer appropriately for the course element, to allow effective use of belay system. 4.3. Provide clear and accurate instructions and demonstrations throughout the session. 4.4. Monitor performance of belayers and participants, and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines. |
5. Manage safety during activities and complete basic rescues. | 5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to participants in difficulty and provide verbal directions to recover and continue. 5.7. Use safe approach procedures to provide direct assistance for participants to recover and continue. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures. |
6. Complete post activity responsibilities. | 6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults, and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities. |