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 SISSEQS001, 'Coach individual participants in the introduction of equestrian activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coach individual participants in the introduction of equestrian activities' 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. Plan introductory equestrian sessions for individual participants. | 1.1. Gather and review introductory equestrian participant information to assess individual participant readiness. 1.2. Set introductory equestrian session objectives to meet individual participant readiness. 1.3. Determine session content to address introductory equestrian session objectives. 1.4. Select coaching approaches to meet introductory equestrian session objectives. 1.5. Develop and document introductory equestrian session plans for individual participants. |
2. Prepare introductory equestrian sessions for individual participants. | 2.1. Prepare facilities, equipment and resources to meet introductory equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by individual participants and horse. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to individual participants and horse safety. 2.4. Warm up horse on the lunge. |
3. Conduct introductory equestrian sessions for individual participants. | 3.1. Communicate and confirm individual participant understanding of introductory equestrian session activity instructions and safe participation requirements. 3.2. Assess participant on the lunge prior to session activities to confirm ability. 3.3. Modify lesson plan according to lunge assessment. 3.4. Present, sequence and pace introductory equestrian session activities to meet introductory equestrian session plans. 3.5. Select and use communication styles to achieve introductory equestrian session objectives. 3.6. Observe individual participant practice to assess participant ability to perform activities. 3.7. Modify introductory equestrian session activities as required to meet individual participant needs and environmental conditions. 3.8. Monitor introductory equestrian sessions to identify and address risks to individual participant safety. 3.9. Respond to and report first aid incidents according to organisational policies and procedures. 3.10. Analyse participant performance and provide feedback to participants to improve skills. |
4. Promote good behaviour. | 4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures. |
5. Review introductory equestrian sessions for individual participants. | 5.1. Monitor achievement of introductory equestrian session objectives against introductory equestrian session plan. 5.2. Conduct end of introductory equestrian session review to evaluate introductory equestrian session plan and inform future introductory equestrian session planning processes. |
6. Reflect on coaching practice. | 6.1. Seek feedback from others to identify areas to improve own introductory equestrian coaching practice of individual participants. 6.2. Reflect on own introductory equestrian coaching practice of individual participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future introductory equestrian sessions with individual participants. 6.4. Seek opportunities to address identified professional development needs. |