Elements and Performance Criteria

Element

Performance Criteria

1

1 Plan and prepare an effective learning environment

1.1

Identify individual and/or group learning outcomes to inform the planning and design of activities

1.2

Demonstrate two techniques to assess individual andgroup learning needs

1.3

Refer client learning needs beyond the capabilities of the enterprise and staff to alternate enterprises or contract specialist staff

1.4

Apply knowledge of client learning needs to establish a programme and sequence of activities that addresses these needs and meets the overall learning outcomes

1.5

Determine and select an adventure environment that will meet the learning outcomes of the group, the learning needs of individuals and satisfy local environmental requirements

1.6

Determine factors affecting a client's perception of risk and plan an appropriate balance between real and perceived risk, matched to the readiness of the client, in order to achieve the activityoutcomes and meet the client's learning needs

1.7

Ensure technical equipment used in the activities complies with minimum safety standards

1.8

Ensure staff conducting the adventure activities are suitably qualified

1.9

Establish a working agreement through contractual leadership

2

2 Plan for progressionand transfer of learning

2.1

Select and apply a model of adventure/experiential learning in program design in order to meet learning outcomes

2.2

Structure and sequence learning experiences in accordance with the model and with activity-specific requirements that takes into account the learning needs of the client

2.3

Determine the focus of an adventure activity and use a facilitation technique to articulate it to the client in terms of the potential transfer of learning to different environments and contexts

2.4

Incorporate measures for monitoringindividual and groupprogression or change inplanned adventure activities

2.5

Establish contingency plans for adventure activities based on individual and/or group reflection and/or emergent issues such as conflict, misadventure

3

3 Manage learning activities in an outdoor environment

3.1

Implement minimum impact practices and display a respect and understanding of the outdoor environment by personal example

3.2

Recognise and monitor the physical and emotionalsafety of individuals and the group

3.3

Implement facilitationapproaches that establish group norms thereby allowingindividuals to share in the responsibility for their learning and safety

3.4

Foresee situations of potential physical and emotional danger and take action to manage these dangers

3.5

Address the learning needs of individuals and the group through a variety of activities

3.6

Re-evaluate client needs throughout activities using appropriate models and techniques such as debriefing and "checking in"

4

4Establish and maintainpositive group dynamics

4.1

Examine various leadership styles and approaches

4.2

Determine positive and negative influences of the group leader on group dynamics

4.3

Use communication techniques with individuals and groups that aresensitive to their perceptions, beliefs and values

4.4

Encourage and support clients to ask questions, give feedback and express feelings

4.5

Treat individuals and groupsin a manner that is seen to be fair, just and consistent

4.6

Model own behaviour that avoids reinforcing negative stereotypes and is responsive to the feelings demonstrated by clients

4.7

Recognise and reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative workbetween clients

5

Facilitate the transfer of learning relevant to program outcomes

5.1

Use knowledge, understanding and implementation of a suitable facilitation model to incorporate the transfer of learning

5.2

Select a type of facilitation activity that is relevant to the client and to program outcomes and conduct itin a manner which resultsin group and individual recognition of opportunities for learning transfer

5.3

Respond to situational demands and make changes to planned facilitated activities

5.4

Identify the behaviour of individuals and groups during adventure activity(s) to be used as part of a reflection phase

5.5

Identify and apply the roles and responsibilities of the facilitator andcomply with facilitation guidelines in the conduct of reflective opportunities

5.6

Facilitate individuals and group to identify their future learning needs

5.7

Use a suitablefacilitation activity toachieve the development of personal and group action plans

6

Evaluate adventure-based learning activities

6.1

Monitor client participation in adventure activities to identify if and/or wherechanges are needed

6.2

Obtain feedback from a range of sources onprogram/activity delivery

6.3

Apply feedback to review all aspects of the adventure-based learning activity

6.4

Evaluate and reviewoutcomes for all clients

6.5

Review outcomes against individual clientgoals for the program/activity

6.6

Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving