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 SRCAQU009B, 'Instruct water familiarisation, buoyancy and mobility skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Instruct water familiarisation, buoyancy and mobility skills' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify preferred instructional methods and styles to develop water familiarisation, buoyancy and mobility skills | 1.1 | Identify and explain instructional methods in the context of specific skills |
1.2 | Explain types and uses of feedback during instruction | ||
1.3 | Explain uses of demonstrations when instructing | ||
1.4 | Explain types and uses of questions in the instruction process | ||
1.5 | Explain types and uses of instructional styles in relation to a range of situations | ||
2 | Assess client's readiness to acquire and perform water familiarisation, buoyancy and mobility skills | 2.1 | Identify the water familiarisation, buoyancy and mobility skills to be developed |
2.2 | Introduce new clients to the water in an appropriate manner | ||
2.3 | Identify and describe factors which affect skill acquisition of the water familiarisation, buoyancy and mobility skills in relation to skill acquisition of clients | ||
2.4 | Assess clients regarding their readiness to acquire the water familiarisation, buoyancy and mobility skills being taught or developed | ||
3 | Conduct drills, activities and/or games to instruct water familiarisation, buoyancy and mobility skills | 3.1 | Select instructional methods to match the client's readiness, the work environment, the activity and the equipment available |
3.2 | Allocate sufficient space and resources for the activity and/or game | ||
3.3 | Deliver concise and precise relevant information, explanations and demonstrations to ensure activities and/or games are in accord with accepted best practice principles of aquatic activities | ||
3.4 | Place emphasis on practical involvement while adjusting or refining skills on an individualised basis | ||
3.5 | Make modifications to the activity when necessary | ||
3.6 | Teach the skill and monitor the instructional method during the instruction and assess following the instruction | ||
3.7 | Maintain group control to ensure the safety and enjoyment of the individual and group and a satisfactory outcome to the experience | ||
4 | Review and adapt the instruction of water familiarisation, buoyancy and mobility skills in response to feedback | 4.1 | Make relevant points of emphasis before, during and/or after presentation/s and communicate in a style appropriate to the clients |
4.2 | Implement modifications to the instructional method in response to results of monitoring | ||
4.3 | Give clients the opportunity to comment and/or ask questions | ||
4.4 | Identify aspects needing further emphasis and/or attention for intervention in future sessions | ||