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 SRXCAI006B, 'Organise a sport and recreation program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Organise a sport and recreation program' 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 | Collect information to plan activities | 1.1 | Gather relevant information from a range of sources to plan a program of activities |
1.2 | Ensure information is as up to date, accurate and comprehensive as available sources allow | ||
1.3 | Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality | ||
1.4 | Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole | ||
1.5 | Discuss and agree on identified needs with participants | ||
1.6 | Consider where relevant the level of interaction between participants and/or the stage of group development | ||
1.7 | Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities | ||
1.8 | Inform participants when their needs cannot be met, and give them information about other possible providers | ||
2 | Produce a plan for a program of recreation sessions | 2.1 | Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources |
2.2 | Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance | ||
2.3 | Encourage participants or their representatives to contribute to program design | ||
2.4 | Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice | ||
2.5 | Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping | ||
2.6 | Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation | ||
2.7 | Ensure where relevant, the plan is agreed with staff, participants and organisations | ||
2.8 | Complete all documentation correctly | ||
3 | Coordinate and allocate program resources | 3.1 | Arrange a venue appropriate for the program, the participants and their abilities |
3.2 | Arrange equipment and resources appropriate for the program and participants | ||
3.3 | Take steps to ensure that selected staff have the necessary skills/qualifications and the ability to work sympathetically with the participants to achieve positive interaction and a supportive atmosphere | ||
3.4 | Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program | ||
3.5 | Safely modify and/or condition equipment for use by different participant groups in a variety of contexts | ||
3.6 | Check resources for availability and safety | ||
3.7 | Arrange where relevant, financial resources necessary for the program | ||
3.8 | Ensure arrangements support the planned sequencing and coordination of sessions | ||
3.9 | Confirm arrangements and resources with the appropriate staff, organisations and participants | ||
3.10 | Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity | ||
3.11 | Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants | ||