Unit of competency details

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the Evidence Guide.

1. Plan a small boat yachting session.

1.1. Establish participant's needs and characteristics  to determine the session's aims and objectives.

1.2. Determine an appropriate instructional plan according to participant's needs and characteristics.

1.3. Develop a yachting plan  according to participant's needs and characteristics, relevant legislation  and organisational policies and procedures .

1.4. Identify and minimise potential hazards  and risks  according to organisational policies and procedures.

1.5. Access relevant sources  to interpret detailed weather and environmental information  and determine contingency plans.

2. Select and organise equipment and resources.

2.1. Select and access equipment  and resources  according to contextual issues  and organisational policies and procedures.

2.2. Check equipment for safety and suitability according to relevant legislation, organisational policies and procedures, and manufacturer's recommendations.

2.3. Correct any equipment deficiencies and adjust to ensure personal comfort.

2.4. Arrange protective and or safety clothing for each participant as required.

3. Brief participants.

3.1. Communicate instructions and relevant information  about the yachting session in a manner appropriate to the participants.

3.2. Encourage participants to seek clarification, information and feedback as required during the session.

3.3. Establish a suitable communication system for participants to use while participating in small boat yachting activities.

3.4. Inform participants of known and anticipated hazards, safety procedures  and appropriate behaviour.

3.5. Identify minimal impact practices for the activity and communicate to participants.

3.6. Check and confirm that all participants' boats and equipment are rigged, fitted and adjusted, and clothing is suitable.

4. Instruct small boat yachting session.

4.1. Conduct introductory activities for participants to reduce the risk of injury.

4.2. Apply instructional techniques  to impart required yachting knowledge, skills and safety procedures.

4.3. Demonstrate rescue techniques specific to small boat yachting, and provide opportunities for practice.

4.4. Monitor individual participant's performance, behaviour and location during yachting session.

4.5. Inform participants of opportunities to further develop their small boat yachting skills and knowledge.

5. Complete post session responsibilities.

5.1. Retrieve, inspect, repair and store equipment according to organisational policies and procedures.

5.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.

5.3. Apply feedback and assessment to evaluate relevant aspects  of the yachting session and determine the level of learning achieved.

5.4. Identify potential areas of improvement for future small boat yachting instructional sessions.

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills to:

• consult with participants to plan appropriate yachting sessions
• convey information about safety aspects
• interact with participants to create a safe and positive environment

• problem-solving skills to:

• plan small boat yachting sessions according to participant's needs and characteristics
• address participant difficulties in developing techniques
• anticipate and respond appropriately to non-routine situations

• planning and organising skills to:

• source, allocate and coordinate resources and equipment
• monitor and evaluate progress
• organise participants into manageable groups

• language and literacy skills to:

• interpret and apply marine regulations
• develop yachting and instructional plans for sessions
• complete post-session evaluations

• emergency response and rescue skills appropriate to the site to enable initial response to emergencies.

Required knowledge 

• legislation and organisational policies and procedures to enable safe conduct of activities
• site specific information to assist in the planning process and enable management of potential hazards and any special restrictions applying to the location
• equipment and small boat types, construction features, characteristics and technology to enable safe and effective selection, use and maintenance of equipment
• instruction techniques and theories applicable to a range of ages and learning abilities
• maintenance tools and spare parts to conduct checks and repairs
• weather and environmental information to ascertain possible conditions and their affect on the session
• hazards and risks associated with small boat yachting and how to negotiate these
• emergency, rescue and first aid procedures relevant to the site to ensure risk minimisation to self and others.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

• plans and delivers information, explanations and demonstrations for small boat yachting sessions to ensure activities are conducted safely according to participant's needs and characteristics
• uses and modifies instructional techniques and or activities to observe and monitor the progress of participants and provides constructive feedback and intervention to improve performance
• evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment 

Assessment must ensure instruction of small boat yachting activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

• a suitable body of water and conditions for the conduct of small boat yachting instructional sessions
• participants to take part in small boat yachting sessions
• yachting, communication, safety, first aid and teaching equipment
• resources and information regarding participants and location to plan, instruct and document sessions for a variety of participants.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• oral or written questioning to assess application of relevant legislation and organisational policies and procedures to enable safe conduct of all activities
• observation of safe yachting instruction, monitoring and adjustment according to participant's needs and characteristics
• portfolio of yachting session plans and evaluations
• third-party reports from a supervisor detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Participant's needs and characteristics  may include:

• age
• cultural and situational factors
• previous experience and knowledge
• fitness level.

Yachting plan  may include:

• aims and objectives
• yachting site, equipment and resources
• instructor and participant ratios
• safety requirements
• sequence of instruction.

Relevant legislation  may include:

• occupational health and safety
• permits or permission for access
• environmental regulations
• marine regulations.

Organisational policies and procedures  may include:

• occupational health and safety
• use, maintenance and storage of equipment
• time and budget constraints
• communication protocols
• yachting etiquette  
• minimal impact environmental codes
• code of ethics.

Hazards  may include:

• temperature extremes
• slippery or unstable terrain
• dangerous animals and insects
• stinging trees and nettles
• dense vegetation
• group management hazards
• slippery or unstable shore
• poor posture, poor technique
• poor carrying techniques
• loose or insecure craft when being transported
• other craft.

Risks  may include:

• hypothermia
• heat exhaustion
• injuries
• exhaustion
• lost party or party member
• equipment failure.

Relevant sources  may include:

• Bureau of Meteorology
• media
• land managers or agencies
• coastal patrol or coastguard
• volunteer marine rescue
• local knowledge.

Weather and environmental information  may include:

• satellite images
• daily and weekly forecasts
• maximum and minimum temperatures
• weather warnings
• event warnings
• river levels
• synoptic charts
• high and low tide predictions.

Equipment  may include:

• small boats
• sails
• safety and rescue equipment
• spinnaker and trapeze harness
• repair equipment
• communication equipment
• first aid kit.

Resources  may include:

• clothing and footwear
• food and water
• teaching aids.

Contextual issues  may include:

• weather conditions, including times
• season
• transport
• location
• trip distance and duration
• group objectives
• group size.

Relevant information  may include:

• risk and hazard prevention and management
• techniques and manoeuvres
• safety procedures
• responsible and safe behaviour.

Safety procedures  may include:

• treating and preventing common incidents or risks
• determining safe areas and boundaries
• managing group in emergency situations.

Instructional techniques  may include:

• simple to complex
• part to whole
• chronological
• known to unknown
• D.E.D.I.C.T:

• demonstrate
• explain
• demonstrate
• instruct
• critique
• test

• E.D.I.C.T:

• explain
• demonstrate
• instruct
• critique
• test

• I.D.E.A:

• introduce
• demonstrate
• explain
• apply

• orientate, enhance, synthesise.

Relevant aspects  may include:

• objectives
• planning process
• activity site
• weather
• equipment selection
• clothing selection
• food selection
• instructional content
• instructional technique
• directing techniques
• rescue techniques employed.