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 SISSEQS002, 'Coach unofficial local competition competitors in equestrian'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coach unofficial local competition competitors in equestrian' 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 equestrian sessions for unofficial local competition participants. | 1.1. Gather and review participants information to assess readiness of participants in an equestrian sport discipline. 1.2. Set equestrian session objectives to meet readiness of unofficial local competition participants. 1.3. Determine session content to address equestrian session objectives. 1.4. Select coaching approaches to meet equestrian session objectives. 1.5. Develop and document equestrian session plans for unofficial local competition participants. |
2. Prepare equestrian sessions for unofficial local competition participants. | 2.1. Prepare facilities, equipment and resources to meet equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by unofficial local competition participants. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participant safety and complete associated documentation. |
3. Conduct equestrian sessions for unofficial local competition participants. | 3.1. Communicate and confirm participants in an equestrian sport discipline understanding of equestrian session activity instructions and safe participation requirements. 3.2. Present, sequence and pace equestrian session activities to meet equestrian session plans. 3.3. Select and use communication styles to achieve equestrian session objectives. 3.4. Observe participants in an equestrian sport discipline practice to assess participant ability to perform activities. 3.5. Modify equestrian session activities as required to meet unofficial local competition participants needs and environmental conditions. 3.6. Monitor equestrian sessions to identify and address risks to participant safety. 3.7. Respond to and report first aid incidents according to organisational policies and procedures. 3.8. 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 and animal welfare standards. |
5. Review equestrian sessions for unofficial local competition participants. | 5.1. Monitor achievement of equestrian session objectives against equestrian session plan. 5.2. Conduct end of equestrian session review to evaluate equestrian session plan and inform future equestrian session planning processes. |
6. Reflect on coaching practice. | 6.1. Seek feedback from others to identify areas to improve own equestrian coaching practice of unofficial local competition participants. 6.2. Reflect on own equestrian coaching practice of unofficial local competition participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future equestrian sessions with unofficial local competition participants. 6.4. Seek opportunities to address identified professional development needs. |