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 SROODR002A, 'Plan outdoor recreation activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan outdoor recreation 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | 1 | 1.1 | Evaluate the suitability of a range of possible |
1.2 | Source and apply local area knowledge to assist in the planning process | ||
1.3 | Identify and comply with statutory and organisational procedures | ||
1.4 | Identify and select where appropriate, specific sites within the designated activity location for use with reference to minimal impact on the environment | ||
1.5 | Identify hazards associated with the activity and implement risk minimisation procedures within the control of the participant during the planning and preparation | ||
2 | 2 | 2.1 | Identify equipment needs after consideration of contextual issues |
2.2 | Identify and evaluate sources of equipment according to needs | ||
2.3 | Source equipment a suitable time prior to the activity to allow for checking | ||
2.4 | Check equipment for serviceability to ensure that it is in good working order | ||
2.5 | Confirm suitability of equipment to individual needs and conditions | ||
2.6 | Prepare equipment for transportation to activity location in a manner to minimise loss or damage | ||
2.7 | Use equipment in accordance with operational procedures and/or manufacturer's recommendations | ||
2.8 | Adjust and fit, where necessary, equipment to ensure comfort and safety | ||
2.9 | Monitor equipment for wear and damage during use and prior to storage and refer damaged equipment to the appropriate person | ||
2.10 | Store equipment in a suitable manner according to organisational procedures and/or manufacturer's recommendations | ||
3 | 3 | 3.1 | Analyse |
3.2 | Ensure menu planning and preparation is appropriate for dietary requirements and personal tastes within the activity constraints | ||
3.3 | Apply knowledge of the range of food products available to select food which is most appropriate based on | ||
3.4 | Identify and plan for emergency food requirements | ||
4 | 4 | 4.1 | Calculate fluid requirements, based on the requirements of a particular activity |
4.2 | Identify elements to consider when calculating fluid requirements | ||
4.3 | Access information on water purification techniques appropriate to the water source | ||
4.4 | Outline the range of water purification techniques available and demonstrate use of | ||
4.5 | Prepare water for carrying and storage in a manner appropriate to the activity and to minimise potential breakage of container | ||
5 | 5 | 5.1 | Identify causes of heat loss and heat exhaustion /stroke during an activity |
5.2 | Select clothing suitable to the activity, based on consideration of contextual issues, as well as a knowledge of the principles of clothing selection and an application of knowledge of | ||
6 | 6 | 6.1 | Determine and comply with statutory and organisational procedures applicable to the activity and activity site/location |
6.2 | Establish temporary sites, where required, to ensure comfort, safety and minimal impact | ||
7 | 7 | 7.1 | Assess the non-routine situation and establish the need for improvised equipment or techniques |
7.2 | Identify current resources that can be used for improvised techniques or equipment | ||
7.3 | Ensure consideration is given to the ability to acquire new or additional resources | ||
7.4 | Evaluate the ability to improvise with current resources whilst maintaining the safety of the activity | ||
7.5 | Demonstrate the ability to improvise equipment and/or techniques to deal with non-routine situations | ||
7.6 | Modify the activity, where necessary, to accommodate the use of improvised equipment or circumstances | ||