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 SISOFSH001, 'Locate, attract and catch fish'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Locate, attract and catch fish' 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 to fish. | 1.1. Determine target recreational species, identify their local habitat and select fishing locations suited to species. 1.2. Determine appropriate fishing technique for target species. 1.3. Select appropriate fishing rig, equipment and terminal tackle for target species and check working order. 1.4. Select appropriate bait, lure or fly according to feeding preference of target species. 1.5. Determine need for berley and select mix, as required. 1.6. Assemble and balance fishing rig to suit target species, habitat and the fishing environment. 1.7. Select clothing, footwear and personal protective equipment suitable for conditions; fit and adjust for comfort and safety. 1.8. Confirm activity safety and emergency response procedures to ensure compliance during activities. |
2. Locate fish. | 2.1. Read the water and hydrological features indicating fish habitat, identify signs of feeding activity and other indictors to determine likely location of fish. 2.2. Identify fishing spots by use of visual marks. 2.3. Use locator aids according to type of fishing and targeted species to assist with location of fishing spots. 2.4. Record visual sightings and other data for future use in relocating fishing spots. |
3. Attract and approach fish. | 3.1. Attract target fish using methods that utilise fish sight, tactile, taste and olfactory senses. 3.2. Approach fish without alerting them. 3.3. Disperse berley, as required, at appropriate intervals using methods suitable for attracting target species. 3.4. Rig and present bait alive, dead, whole or in pieces to attract and catch fish, according to feeding preference of target species. 3.5. Rig and present lure or fly to attract and catch target species. |
4. Catch and land fish. | 4.1. Deploy fishing rig using appropriate technique to present bait, lure or fly to target species. 4.2. Survey area for people present before casting to avoid injury. 4.3. Hold rod and reel securely and use casting technique suited to type of outfit to achieve accuracy and distance. 4.4. Identify own casting errors and adjust technique. 4.5. Monitor and evaluate performance of fishing rig, bait, lure or fly, and make adjustments to optimise outcomes. 4.6. Manage rig using species specific techniques; respond to bites and retrieve and land fish. 4.7. Comply with permissions, recreational fishing and other regulations and codes of practice applicable to location. |
5. Handle fish. | 5.1. Identify dangerous species of fish and handle to minimise risk to self and others. 5.2. De-hook fish humanely using techniques appropriate to species. 5.3. Handle and return undersized and unwanted fish to water humanely. 5.4. Despatch retained fish humanely and use methods to keep catch in optimum condition. 5.5. Handle and store live catch humanely and maintain in appropriate environmental conditions. |