SIS Sport, Fitness and Recreation Training Package

Release: 4.0

Contents

SIS Sport, Fitness and Recreation Training Package	28

SIS10115 Certificate I in Sport and Recreation	29

SIS20115 Certificate II in Sport and Recreation	31

SIS20219 Certificate II in Sport - Developing Athlete	34

SIS20319 Certificate II in Sport Coaching	37

SIS20419 Certificate II in Outdoor Recreation	40

SIS30115 Certificate III in Sport and Recreation	44

SIS30315 Certificate III in Fitness	47

SIS30419 Certificate III in Sport - Athlete	51

SIS30519 Certificate III in Sport Coaching	54

SIS30619 Certificate III in Outdoor Leadership	57

SIS31015 Certificate III in Aquatics and Community Recreation	67

SIS40115 Certificate IV in Sport and Recreation	71

SIS40215 Certificate IV in Fitness	75

SIS40319 Certificate IV in Sport Coaching	79

SIS40419 Certificate IV in Sport Development	83

SIS40619 Certificate IV in Outdoor Leadership	86

SIS50115 Diploma of Sport and Recreation Management	99

SIS50215 Diploma of Fitness	104

SIS50319 Diploma of Sport	108

SIS50419 Diploma of Outdoor Leadership	112

SISOABL001 Lead adventure-based learning activities	125

Assessment Requirements for SISOABL001 Lead adventure-based learning activities	128

SISOABL002 Facilitate adventure-based learning activities	131

Assessment Requirements for SISOABL002 Facilitate adventure-based learning activities	135

SISOABL003 Design adventure-based learning programs	138

Assessment Requirements for SISOABL003 Design adventure-based learning programs	141

SISOABS001 Abseil single pitches using fundamental skills	144

Assessment Requirements for SISOABS001 Abseil single pitches using fundamental skills	147

SISOABS002 Abseil single pitches, artificial surfaces	150

Assessment Requirements for SISOABS002 Abseil single pitches, artificial surfaces	153

SISOABS003 Abseil single pitches, natural surfaces	157

Assessment Requirements for SISOABS003 Abseil single pitches, natural surfaces	160

SISOABS004 Abseil multi pitches, natural surfaces	164

Assessment Requirements for SISOABS004 Abseil multi pitches, natural surfaces	167

SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces	171

Assessment Requirements for SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces	174

SISOABS006 Establish ropes for single pitch abseiling on natural surfaces	179

Assessment Requirements for SISOABS006 Establish ropes for single pitch abseiling on natural surfaces	182

SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces	187

Assessment Requirements for SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces	190

SISOABS008 Lead single pitch abseiling activities on artificial surfaces	195

Assessment Requirements for SISOABS008 Lead single pitch abseiling activities on artificial surfaces	199

SISOABS009 Lead single pitch abseiling activities on natural surfaces	202

Assessment Requirements for SISOABS009 Lead single pitch abseiling activities on natural surfaces	206

SISOABS010 Lead multi pitch abseiling activities on natural surfaces	209

Assessment Requirements for SISOABS010 Lead multi pitch abseiling activities on natural surfaces	213

SISOARC001 Lead archery sessions	216

Assessment Requirements for SISOARC001 Lead archery sessions	220

SISOBWG001 Bushwalk in tracked environments	224

Assessment Requirements for SISOBWG001 Bushwalk in tracked environments	227

SISOBWG002 Bushwalk in difficult tracked environments	231

Assessment Requirements for SISOBWG002 Bushwalk in difficult tracked environments	234

SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments	238

Assessment Requirements for SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments	242

SISOBWG004 Cross rivers during bushwalks	246

Assessment Requirements for SISOBWG004 Cross rivers during bushwalks	249

SISOBWG005 Lead bushwalks in tracked environments	252

Assessment Requirements for SISOBWG005 Lead bushwalks in tracked environments	256

SISOBWG006 Lead bushwalks in difficult tracked environments	259

Assessment Requirements for SISOBWG006 Lead bushwalks in difficult tracked environments	263

SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments	266

Assessment Requirements for SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments	270

SISOCAY001 Traverse canyons	273

Assessment Requirements for SISOCAY001 Traverse canyons	276

SISOCAY002 Abseil in easy to intermediate canyons	279

Assessment Requirements for SISOCAY002 Abseil in easy to intermediate canyons	282

SISOCAY003 Abseil in intermediate to advanced canyons	287

Assessment Requirements for SISOCAY003 Abseil in intermediate to advanced canyons	290

SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons	295

Assessment Requirements for SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons	298

SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons	303

Assessment Requirements for SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons	306

SISOCAY006 Lead canyoning activities, easy to intermediate canyons	312

Assessment Requirements for SISOCAY006 Lead canyoning activities, easy to intermediate canyons	316

SISOCAY007 Lead canyoning activities, intermediate to advanced canyons	319

Assessment Requirements for SISOCAY007 Lead canyoning activities, intermediate to advanced canyons	323

SISOCHC001 Lead challenge course sessions, low elements	327

Assessment Requirements for SISOCHC001 Lead challenge course sessions, low elements	331

SISOCHC002 Set up and supervise challenge course sessions, low elements	335

Assessment Requirements for SISOCHC002 Set up and supervise challenge course sessions, low elements	339

SISOCHC003 Lead challenge course sessions, high elements	342

Assessment Requirements for SISOCHC003 Lead challenge course sessions, high elements	346

SISOCHC004 Set up and supervise challenge course sessions, high elements	350

Assessment Requirements for SISOCHC004 Set up and supervise challenge course sessions, high elements	354

SISOCHC005 Manage challenge course	360

Assessment Requirements for SISOCHC005 Manage challenge course	363

SISOCLM001 Top rope climb single pitches, artificial surfaces	367

Assessment Requirements for SISOCLM001 Top rope climb single pitches, artificial surfaces	370

SISOCLM002 Top rope climb single pitches, natural surfaces	374

Assessment Requirements for SISOCLM002 Top rope climb single pitches, natural surfaces	377

SISOCLM003 Lead climb single pitches, natural surfaces	382

Assessment Requirements for SISOCLM003 Lead climb single pitches, natural surfaces	386

SISOCLM004 Lead climb multi pitches, natural surfaces	391

Assessment Requirements for SISOCLM004 Lead climb multi pitches, natural surfaces	395

SISOCLM005 Establish belays for single pitch climbing on artificial surfaces	400

Assessment Requirements for SISOCLM005 Establish belays for single pitch climbing on artificial surfaces	403

SISOCLM006 Establish belays for single pitch climbing on natural surfaces	407

Assessment Requirements for SISOCLM006 Establish belays for single pitch climbing on natural surfaces	410

SISOCLM007 Establish belays for multi pitch climbing on natural surfaces	415

Assessment Requirements for SISOCLM007 Establish belays for multi pitch climbing on natural surfaces	418

SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing	423

Assessment Requirements for SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing	427

SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing	430

Assessment Requirements for SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing	434

SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing	437

Assessment Requirements for SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing	441

SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing	444

Assessment Requirements for SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing	448

SISOCNE001 Paddle a craft using fundamental skills	451

Assessment Requirements for SISOCNE001 Paddle a craft using fundamental skills	454

SISOCNE002 Paddle a canoe on inland flatwater	458

Assessment Requirements for SISOCNE002 Paddle a canoe on inland flatwater	462

SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers	467

Assessment Requirements for SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers	471

SISOCNE004 Paddle a canoe on grade 2 rivers	476

Assessment Requirements for SISOCNE004 Paddle a canoe on grade 2 rivers	480

SISOCNE005 Lead canoeing activities on inland flatwater	486

Assessment Requirements for SISOCNE005 Lead canoeing activities on inland flatwater	490

SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers	493

Assessment Requirements for SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers	497

SISOCNE007 Lead canoeing activities on grade 2 rivers	500

Assessment Requirements for SISOCNE007 Lead canoeing activities on grade 2 rivers	504

SISOCVE001 Traverse caves	507

Assessment Requirements for SISOCVE001 Traverse caves	510

SISOCVE002 Descend and ascend ladders in caves	514

Assessment Requirements for SISOCVE002 Descend and ascend ladders in caves	517

SISOCVE003 Abseil single pitches in caves	521

Assessment Requirements for SISOCVE003 Abseil single pitches in caves	524

SISOCVE004 Descend and ascend single ropes in caves	528

Assessment Requirements for SISOCVE004 Descend and ascend single ropes in caves	531

SISOCVE005 Establish ropes, ladders and belays for caving	535

Assessment Requirements for SISOCVE005 Establish ropes, ladders and belays for caving	538

SISOCVE006 Lead caving activities	544

Assessment Requirements for SISOCVE006 Lead caving activities	548

SISOCYT001 Set up, maintain and repair bicycles	551

Assessment Requirements for SISOCYT001 Set up, maintain and repair bicycles	554

SISOCYT002 Ride bicycles on roads and pathways, easy conditions	559

Assessment Requirements for SISOCYT002 Ride bicycles on roads and pathways, easy conditions	563

SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic	567

Assessment Requirements for SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic	571

SISOCYT004 Ride off road bicycles on easy trails	575

Assessment Requirements for SISOCYT004 Ride off road bicycles on easy trails	579

SISOCYT005 Ride off road bicycles on intermediate trails	583

Assessment Requirements for SISOCYT005 Ride off road bicycles on intermediate trails	587

SISOCYT006 Lead cycling activities on roads and pathways, easy conditions	591

Assessment Requirements for SISOCYT006 Lead cycling activities on roads and pathways, easy conditions	595

SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic	598

Assessment Requirements for SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic	602

SISOCYT008 Lead off road cycling activities on easy trails	605

Assessment Requirements for SISOCYT008 Lead off road cycling activities on easy trails	609

SISOCYT009 Lead off road cycling activities on intermediate trails	612

Assessment Requirements for SISOCYT009 Lead off road cycling activities on intermediate trails	616

SISODRV001 Drive AWD/4WD vehicles on unsealed roads	619

Assessment Requirements for SISODRV001 Drive AWD/4WD vehicles on unsealed roads	622

SISODRV002 Lead four wheel driving activities	625

Assessment Requirements for SISODRV002 Lead four wheel driving activities	629

SISOFLD001 Assist in conducting recreation sessions	632

Assessment Requirements for SISOFLD001 Assist in conducting recreation sessions	635

SISOFLD002 Minimise environmental impact	638

Assessment Requirements for SISOFLD002 Minimise environmental impact	641

SISOFLD003 Select, set up and operate a temporary or overnight site	644

Assessment Requirements for SISOFLD003 Select, set up and operate a temporary or overnight site	648

SISOFLD004 Provide first aid in remote locations	651

Assessment Requirements for SISOFLD004 Provide first aid in remote locations	655

SISOFLD005 Navigate waterway courses	658

Assessment Requirements for SISOFLD005 Navigate waterway courses	661

SISOFLD006 Navigate in tracked environments	665

Assessment Requirements for SISOFLD006 Navigate in tracked environments	668

SISOFLD007 Navigate in difficult tracked environments	671

Assessment Requirements for SISOFLD007 Navigate in difficult tracked environments	674

SISOFLD008 Navigate in extremely difficult tracked and untracked environments	678

Assessment Requirements for SISOFLD008 Navigate in extremely difficult tracked and untracked environments	681

SISOFSH001 Locate, attract and catch fish	686

Assessment Requirements for SISOFSH001 Locate, attract and catch fish	690

SISOFSH002 Select and catch bait	695

Assessment Requirements for SISOFSH002 Select and catch bait	698

SISOFSH003 Select and rig tackle outfits	702

Assessment Requirements for SISOFSH003 Select and rig tackle outfits	705

SISOFSH004 Lead fishing activities	708

Assessment Requirements for SISOFSH004 Lead fishing activities	712

SISOKYK001 Paddle a kayak on inland flatwater	715

Assessment Requirements for SISOKYK001 Paddle a kayak on inland flatwater	719

SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers	724

Assessment Requirements for SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers	728

SISOKYK003 Paddle a kayak on grade 2 rivers	733

Assessment Requirements for SISOKYK003 Paddle a kayak on grade 2 rivers	737

SISOKYK004 Paddle a kayak on grade 3 rivers	743

Assessment Requirements for SISOKYK004 Paddle a kayak on grade 3 rivers	747

SISOKYK005 Lead kayaking activities on inland flatwater	753

Assessment Requirements for SISOKYK005 Lead kayaking activities on inland flatwater	757

SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers	760

Assessment Requirements for SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers	764

SISOKYK007 Lead kayaking activities on grade 2 rivers	767

Assessment Requirements for SISOKYK007 Lead kayaking activities on grade 2 rivers	771

SISOKYK008 Lead kayaking activities on grade 3 rivers	774

Assessment Requirements for SISOKYK008 Lead kayaking activities on grade 3 rivers	778

SISOKYS001 Paddle a sea kayak in enclosed waters	781

Assessment Requirements for SISOKYS001 Paddle a sea kayak in enclosed waters	785

SISOKYS002 Paddle a sea kayak in sheltered coastal waters	789

Assessment Requirements for SISOKYS002 Paddle a sea kayak in sheltered coastal waters	793

SISOKYS003 Paddle a sea kayak in exposed coastal waters	798

Assessment Requirements for SISOKYS003 Paddle a sea kayak in exposed coastal waters	802

SISOKYS004 Lead sea kayaking activities in enclosed waters	807

Assessment Requirements for SISOKYS004 Lead sea kayaking activities in enclosed waters	811

SISOKYS005 Lead sea kayaking activities in sheltered coastal waters	814

Assessment Requirements for SISOKYS005 Lead sea kayaking activities in sheltered coastal waters	818

SISOKYS006 Lead sea kayaking activities in exposed coastal waters	821

Assessment Requirements for SISOKYS006 Lead sea kayaking activities in exposed coastal waters	825

SISOPLN001 Finalise operation of outdoor recreation activities	828

Assessment Requirements for SISOPLN001 Finalise operation of outdoor recreation activities	831

SISOPLN002 Plan outdoor activity sessions	834

Assessment Requirements for SISOPLN002 Plan outdoor activity sessions	837

SISOPLN003 Develop outdoor recreation programs	840

Assessment Requirements for SISOPLN003 Develop outdoor recreation programs	844

SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities	848

Assessment Requirements for SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities	851

SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities	854

Assessment Requirements for SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities	857

SISOPLN006 Plan for minimal environmental impact	861

Assessment Requirements for SISOPLN006 Plan for minimal environmental impact	864

SISOPLN007 Manage risk for outdoor programs	867

Assessment Requirements for SISOPLN007 Manage risk for outdoor programs	871

SISOPWC001 Ride personal watercraft in smooth water conditions	874

Assessment Requirements for SISOPWC001 Ride personal watercraft in smooth water conditions	878

SISOPWC002 Ride personal watercraft in slight water conditions	883

Assessment Requirements for SISOPWC002 Ride personal watercraft in slight water conditions	887

SISOPWC003 Lead personal water craft activities in smooth water conditions	892

Assessment Requirements for SISOPWC003 Lead personal water craft activities in smooth water conditions	896

SISOPWC004 Lead personal water craft activities in slight water conditions	899

Assessment Requirements for SISOPWC004 Lead personal water craft activities in slight water conditions	903

SISORAF001 Guide a raft on grade 2 rivers	906

Assessment Requirements for SISORAF001 Guide a raft on grade 2 rivers	910

SISORAF002 Guide a raft on grade 3 rivers	916

Assessment Requirements for SISORAF002 Guide a raft on grade 3 rivers	920

SISORAF003 Guide a raft on grade 4 rivers	926

Assessment Requirements for SISORAF003 Guide a raft on grade 4 rivers	930

SISORAF004 Lead rafting activities on grade 2 rivers	936

Assessment Requirements for SISORAF004 Lead rafting activities on grade 2 rivers	940

SISORAF005 Lead rafting activities on grade 3 rivers	943

Assessment Requirements for SISORAF005 Lead rafting activities on grade 3 rivers	947

SISORAF006 Lead rafting activities on grade 4 rivers	950

Assessment Requirements for SISORAF006 Lead rafting activities on grade 4 rivers	954

SISORSC001 Conduct search and rescue	957

Assessment Requirements for SISORSC001 Conduct search and rescue	960

SISORSC002 Perform vertical rescues	963

Assessment Requirements for SISORSC002 Perform vertical rescues	967

SISORSC003 Perform complex vertical rescues	972

Assessment Requirements for SISORSC003 Perform complex vertical rescues	976

SISORSC004 Self rescue in white water	981

Assessment Requirements for SISORSC004 Self rescue in white water	984

SISORSC005 Rescue others in white water	987

Assessment Requirements for SISORSC005 Rescue others in white water	990

SISORSC006 Lead and participate in complex white water rescues	994

Assessment Requirements for SISORSC006 Lead and participate in complex white water rescues	997

SISORSC007 Perform basic surf rescues	1001

Assessment Requirements for SISORSC007 Perform basic surf rescues	1004

SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions	1007

Assessment Requirements for SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions	1012

SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions	1017

Assessment Requirements for SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions	1021

SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions	1026

Assessment Requirements for SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions	1030

SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions	1035

Assessment Requirements for SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions	1039

SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions	1042

Assessment Requirements for SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions	1046

SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions	1049

Assessment Requirements for SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions	1053

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres	1056

Assessment Requirements for SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres	1060

SISOSCB002 SCUBA dive from boats	1066

Assessment Requirements for SISOSCB002 SCUBA dive from boats	1069

SISOSCB003 SCUBA dive at night	1073

Assessment Requirements for SISOSCB003 SCUBA dive at night	1076

SISOSCB004 Navigate prescribed routes underwater	1079

Assessment Requirements for SISOSCB004 Navigate prescribed routes underwater	1082

SISOSCB005 Complete underwater search and recovery dives	1086

Assessment Requirements for SISOSCB005 Complete underwater search and recovery dives	1089

SISOSCB006 Perform diver rescues	1093

Assessment Requirements for SISOSCB006 Perform diver rescues	1096

SISOSCB007 Inspect and fill SCUBA cylinders	1101

Assessment Requirements for SISOSCB007 Inspect and fill SCUBA cylinders	1104

SISOSCB008 SCUBA dive using Enriched Air Nitrox	1106

Assessment Requirements for SISOSCB008 SCUBA dive using Enriched Air Nitrox	1109

SISOSCB009 SCUBA dive to depths between 18 and 40 metres	1113

Assessment Requirements for SISOSCB009 SCUBA dive to depths between 18 and 40 metres	1116

SISOSCB010 Lead SCUBA diving activities	1119

Assessment Requirements for SISOSCB010 Lead SCUBA diving activities	1123

SISOSCB011 Lead specialised SCUBA diving activities	1126

Assessment Requirements for SISOSCB011 Lead specialised SCUBA diving activities	1130

SISOSKT001 Ski on easy cross country terrain	1133

Assessment Requirements for SISOSKT001 Ski on easy cross country terrain	1136

SISOSKT002 Ski on intermediate cross country terrain	1140

Assessment Requirements for SISOSKT002 Ski on intermediate cross country terrain	1143

SISOSKT003 Use snow craft skills for alpine touring	1147

Assessment Requirements for SISOSKT003 Use snow craft skills for alpine touring	1150

SISOSKT004 Lead skiing activities on easy cross country terrain	1154

Assessment Requirements for SISOSKT004 Lead skiing activities on easy cross country terrain	1158

SISOSKT005 Lead skiing activities on intermediate cross country terrain	1161

Assessment Requirements for SISOSKT005 Lead skiing activities on intermediate cross country terrain	1165

SISOSNK001 Snorkel	1168

Assessment Requirements for SISOSNK001 Snorkel	1171

SISOSNK002 Lead snorkelling activities	1174

Assessment Requirements for SISOSNK002 Lead snorkelling activities	1178

SISOSRF001 Surf small waves using basic manoeuvres	1181

Assessment Requirements for SISOSRF001 Surf small waves using basic manoeuvres	1184

SISOSRF002 Surf waves using intermediate manoeuvres	1188

Assessment Requirements for SISOSRF002 Surf waves using intermediate manoeuvres	1191

SISOSRF003 Surf waves using advanced manoeuvres	1195

Assessment Requirements for SISOSRF003 Surf waves using advanced manoeuvres	1198

SISOSRF004 Lead surfing activities, small waves and basic manoeuvres	1202

Assessment Requirements for SISOSRF004 Lead surfing activities, small waves and basic manoeuvres	1206

SISOSRF005 Lead surfing activities, intermediate manoeuvres	1209

Assessment Requirements for SISOSRF005 Lead surfing activities, intermediate manoeuvres	1213

SISOSRF006 Lead surfing activities, advanced manoeuvres	1216

Assessment Requirements for SISOSRF006 Lead surfing activities, advanced manoeuvres	1220

SISOSUP001 Paddle a stand up board on inland flatwater	1223

Assessment Requirements for SISOSUP001 Paddle a stand up board on inland flatwater	1227

SISOSUP002 Paddle a stand up board in small waves	1231

Assessment Requirements for SISOSUP002 Paddle a stand up board in small waves	1234

SISOSUP003 Paddle a stand up board in sheltered coastal waters	1238

Assessment Requirements for SISOSUP003 Paddle a stand up board in sheltered coastal waters	1242

SISOSUP004 Lead stand up paddle boarding activities on inland flatwater	1246

Assessment Requirements for SISOSUP004 Lead stand up paddle boarding activities on inland flatwater	1250

SISOSUP005 Lead stand up paddle boarding activities on small waves	1253

Assessment Requirements for SISOSUP005 Lead stand up paddle boarding activities on small waves	1257

SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters	1260

Assessment Requirements for SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters	1264

SISOWIN001 Windsurf in smooth water and light wind conditions	1267

Assessment Requirements for SISOWIN001 Windsurf in smooth water and light wind conditions	1271

SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions	1275

Assessment Requirements for SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions	1279

SISSAFL001 Participate in Australian football at an intermediate level	1282

Assessment Requirements for SISSAFL001 Participate in Australian football at an intermediate level	1285

SISSAFL002 Participate in Australian football at an advanced level	1288

Assessment Requirements for SISSAFL002 Participate in Australian football at an advanced level	1291

SISSATH001 Conduct athletics coaching sessions with foundation level participants	1294

Assessment Requirements for SISSATH001 Conduct athletics coaching sessions with foundation level participants	1297

SISSBSB001 Conduct basketball coaching sessions with foundation level participants	1300

Assessment Requirements for SISSBSB001 Conduct basketball coaching sessions with foundation level participants	1303

SISSBSB002 Coach basketball participants up to an intermediate level	1307

Assessment Requirements for SISSBSB002 Coach basketball participants up to an intermediate level	1310

SISSCKT001 Participate in cricket at an intermediate level	1314

Assessment Requirements for SISSCKT001 Participate in cricket at an intermediate level	1317

SISSCKT002 Participate in cricket at an advanced level	1320

Assessment Requirements for SISSCKT002 Participate in cricket at an advanced level	1323

SISSEQS001 Coach individual participants in the introduction of equestrian activities	1326

Assessment Requirements for SISSEQS001 Coach individual participants in the introduction of equestrian activities	1330

SISSEQS002 Coach unofficial local competition competitors in equestrian	1335

Assessment Requirements for SISSEQS002 Coach unofficial local competition competitors in equestrian	1339

SISSEQS003 Coach official national competition participants in equestrian	1342

Assessment Requirements for SISSEQS003 Coach official national competition participants in equestrian	1346

SISSGLF001 Coach advanced level golfers	1349

Assessment Requirements for SISSGLF001 Coach advanced level golfers	1352

SISSGLF002 Participate in golf at an intermediate level	1356

Assessment Requirements for SISSGLF002 Participate in golf at an intermediate level	1359

SISSGLF003 Participate in golf at an advanced level	1363

Assessment Requirements for SISSGLF003 Participate in golf at an advanced level	1366

SISSGLF004 Fit and alter golf equipment	1370

Assessment Requirements for SISSGLF004 Fit and alter golf equipment	1373

SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments	1376

Assessment Requirements for SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments	1379

SISSGLF006 Participate in high performance golf tournaments	1382

Assessment Requirements for SISSGLF006 Participate in high performance golf tournaments	1385

SISSGLF007 Manage on-course golf operations	1388

Assessment Requirements for SISSGLF007 Manage on-course golf operations	1392

SISSNTB001 Conduct netball coaching sessions with foundation level participants	1396

Assessment Requirements for SISSNTB001 Conduct netball coaching sessions with foundation level participants	1399

SISSNTB002 Participate in netball at an intermediate level	1403

Assessment Requirements for SISSNTB002 Participate in netball at an intermediate level	1406

SISSPAR001 Participate in sport at an intermediate level	1409

Assessment Requirements for SISSPAR001 Participate in sport at an intermediate level	1412

SISSPAR002 Participate in sport at an advanced level	1414

Assessment Requirements for SISSPAR002 Participate in sport at an advanced level	1417

SISSPAR003 Follow specialist dietary advice	1419

Assessment Requirements for SISSPAR003 Follow specialist dietary advice	1422

SISSPAR004 Book athlete travel and accommodation	1424

Assessment Requirements for SISSPAR004 Book athlete travel and accommodation	1426

SISSPAR005 Develop athlete personal brand	1428

Assessment Requirements for SISSPAR005 Develop athlete personal brand	1431

SISSPAR006 Prepare and present athlete sponsorship proposals	1433

Assessment Requirements for SISSPAR006 Prepare and present athlete sponsorship proposals	1436

SISSPAR007 Work as an athlete	1439

Assessment Requirements for SISSPAR007 Work as an athlete	1442

SISSPAR008 Maintain personal wellbeing as an athlete	1445

Assessment Requirements for SISSPAR008 Maintain personal wellbeing as an athlete	1448

SISSPAR009 Participate in conditioning for sport	1450

Assessment Requirements for SISSPAR009 Participate in conditioning for sport	1452

SISSRGL001 Conduct rugby league coaching sessions with foundation level participants	1455

Assessment Requirements for SISSRGL001 Conduct rugby league coaching sessions with foundation level participants	1458

SISSRGL002 Participate in rugby league at an intermediate level	1461

Assessment Requirements for SISSRGL002 Participate in rugby league at an intermediate level	1464

SISSSCO001 Conduct sport coaching sessions with foundation level participants	1468

Assessment Requirements for SISSSCO001 Conduct sport coaching sessions with foundation level participants	1471

SISSSCO002 Work in a community coaching role	1474

Assessment Requirements for SISSSCO002 Work in a community coaching role	1477

SISSSCO003 Meet participant coaching needs	1480

Assessment Requirements for SISSSCO003 Meet participant coaching needs	1483

SISSSCO004 Plan, conduct and review coaching programs	1487

Assessment Requirements for SISSSCO004 Plan, conduct and review coaching programs	1490

SISSSCO005 Continuously improve coaching skills and knowledge	1492

Assessment Requirements for SISSSCO005 Continuously improve coaching skills and knowledge	1495

SISSSCO006 Implement sport selection policies and procedures	1497

Assessment Requirements for SISSSCO006 Implement sport selection policies and procedures	1500

SISSSCO007 Apply sport psychology principles	1502

Assessment Requirements for SISSSCO007 Apply sport psychology principles	1505

SISSSCO008 Apply anti-doping policies	1507

Assessment Requirements for SISSSCO008 Apply anti-doping policies	1510

SISSSCO009 Work collaboratively with others in a sport environment	1513

Assessment Requirements for SISSSCO009 Work collaboratively with others in a sport environment	1515

SISSSCO010 Implement sport talent identification programs	1517

Assessment Requirements for SISSSCO010 Implement sport talent identification programs	1520

SISSSCO011 Manage integrity in sport	1523

Assessment Requirements for SISSSCO011 Manage integrity in sport	1526

SISSSCO012 Coach sport participants up to an intermediate level	1529

Assessment Requirements for SISSSCO012 Coach sport participants up to an intermediate level	1533

SISSSCO013 Coach sport participants up to an advanced level	1536

Assessment Requirements for SISSSCO013 Coach sport participants up to an advanced level	1540

SISSSCO014 Develop sport coaches	1543

Assessment Requirements for SISSSCO014 Develop sport coaches	1546

SISSSCO015 Prepare participants for sport competition	1549

Assessment Requirements for SISSSCO015 Prepare participants for sport competition	1552

SISSSCO016 Coach participants in sport competition	1554

Assessment Requirements for SISSSCO016 Coach participants in sport competition	1557

SISSSOF001 Work as an official in sport	1559

Assessment Requirements for SISSSOF001 Work as an official in sport	1562

SISSSOF002 Continuously improve officiating skills and knowledge	1566

Assessment Requirements for SISSSOF002 Continuously improve officiating skills and knowledge	1569

SISSSOF003 Officiate sport competitions	1571

Assessment Requirements for SISSSOF003 Officiate sport competitions	1574

SISSSPT001 Implement sport injury prevention and management strategies	1577

Assessment Requirements for SISSSPT001 Implement sport injury prevention and management strategies	1580

SISSSQU001 Conduct squash coaching sessions with foundation level participants	1584

Assessment Requirements for SISSSQU001 Conduct squash coaching sessions with foundation level participants	1587

SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants	1590

Assessment Requirements for SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants	1593

SISSSWM001 Coach swimmers up to a competitive level	1596

Assessment Requirements for SISSSWM001 Coach swimmers up to a competitive level	1599

SISSSWM002 Coach swimmers up to a high performance level	1602

Assessment Requirements for SISSSWM002 Coach swimmers up to a high performance level	1605

SISSSWM003 Coach swimmers up to an elite level	1608

Assessment Requirements for SISSSWM003 Coach swimmers up to an elite level	1611

SISSTNS001 Coach junior players in tennis	1614

Assessment Requirements for SISSTNS001 Coach junior players in tennis	1617

SISSTNS002 Coach intermediate players in tennis	1621

Assessment Requirements for SISSTNS002 Coach intermediate players in tennis	1624

SISSTOU001 Participate in touch at an intermediate level	1628

Assessment Requirements for SISSTOU001 Participate in touch at an intermediate level	1631

SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants	1634

Assessment Requirements for SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants	1637

SISSVOL001 Coach volleyball participants up to an intermediate level	1640

Assessment Requirements for SISSVOL001 Coach volleyball participants up to an intermediate level	1643

SISXCAI008 Plan, conduct and review training and recovery programs	1646

Assessment Requirements for SISXCAI008 Plan, conduct and review training and recovery programs	1649

SISXCAI009 Instruct strength and conditioning techniques	1653

Assessment Requirements for SISXCAI009 Instruct strength and conditioning techniques	1656

SISXCAI010 Develop strength and conditioning programs	1660

Assessment Requirements for SISXCAI010 Develop strength and conditioning programs	1663

SISXIND008 Manage legal compliance in sport and recreation	1667

Assessment Requirements for SISXIND008 Manage legal compliance in sport and recreation	1670

SISXIND009 Respond to interpersonal conflict	1672

Assessment Requirements for SISXIND009 Respond to interpersonal conflict	1675

SISXIND010 Protect children and young people	1677

Assessment Requirements for SISXIND010 Protect children and young people	1680

ACMEQU202 Handle horses safely	1682

Assessment Requirements for ACMEQU202 Handle horses safely	1686

ACMEQU205 Apply knowledge of horse behaviour	1688

Assessment Requirements for ACMEQU205 Apply knowledge of horse behaviour	1691

ACMEQU210 Lunge educated horses	1693

Assessment Requirements for ACMEQU210 Lunge educated horses	1696

ACMEQU301 Introduce horses to lunge exercise	1698

Assessment Requirements for ACMEQU301 Introduce horses to lunge exercise	1702

ACMHBR310 Prevent and treat equine injury and disease	1704

Assessment Requirements for ACMHBR310 Prevent and treat equine injury and disease	1708

ACMPHR401 Interpret equine behaviour	1711

Assessment Requirements for ACMPHR401 Interpret equine behaviour	1715

ACMPHR402 Manage horses to meet performance horse sport requirements	1717

Assessment Requirements for ACMPHR402 Manage horses to meet performance horse sport requirements	1721

ACMPHR403 Evaluate equine training methodologies	1724

Assessment Requirements for ACMPHR403 Evaluate equine training methodologies	1728

ACMPHR407 Implement an equine facility maintenance, improvement and management program	1730

Assessment Requirements for ACMPHR407 Implement an equine facility maintenance, improvement and management program	1735

ACMPHR503 Evaluate performance horse conformation	1738

Assessment Requirements for ACMPHR503 Evaluate performance horse conformation	1741

ACMPHR505 Manage fitness in performance horses	1743

Assessment Requirements for ACMPHR505 Manage fitness in performance horses	1747

AHCBUS506A Develop and review a business plan	1750

BSBADM307 Organise schedules	1756

Assessment Requirements for BSBADM307 Organise schedules	1759

BSBADM311 Maintain business resources	1761

Assessment Requirements for BSBADM311 Maintain business resources	1764

BSBADM405 Organise meetings	1766

Assessment Requirements for BSBADM405 Organise meetings	1769

BSBADM502 Manage meetings	1771

Assessment Requirements for BSBADM502 Manage meetings	1775

BSBADM503 Plan and manage conferences	1777

Assessment Requirements for BSBADM503 Plan and manage conferences	1781

BSBADM504 Plan and implement administrative systems	1783

Assessment Requirements for BSBADM504 Plan and implement administrative systems	1787

BSBADM506 Manage business document design and development	1789

Assessment Requirements for BSBADM506 Manage business document design and development	1793

BSBCMM101 Apply basic communication skills	1795

Assessment Requirements for BSBCMM101 Apply basic communication skills	1798

BSBCMM401 Make a presentation	1800

Assessment Requirements for BSBCMM401 Make a presentation	1803

BSBCRT301 Develop and extend critical and creative thinking skills	1805

Assessment Requirements for BSBCRT301 Develop and extend critical and creative thinking skills	1809

BSBCUS501 Manage quality customer service	1811

Assessment Requirements for BSBCUS501 Manage quality customer service	1814

BSBFIA301 Maintain financial records	1816

Assessment Requirements for BSBFIA301 Maintain financial records	1819

BSBFIA302 Process payroll	1821

Assessment Requirements for BSBFIA302 Process payroll	1824

BSBFIA303 Process accounts payable and receivable	1826

Assessment Requirements for BSBFIA303 Process accounts payable and receivable	1830

BSBFIA304 Maintain a general ledger	1832

Assessment Requirements for BSBFIA304 Maintain a general ledger	1835

BSBFIM501 Manage budgets and financial plans	1837

Assessment Requirements for BSBFIM501 Manage budgets and financial plans	1840

BSBFIM502 Manage payroll	1842

Assessment Requirements for BSBFIM502 Manage payroll	1846

BSBFIM601 Manage finances	1848

Assessment Requirements for BSBFIM601 Manage finances	1852

BSBFRA301 Work within a franchise	1854

Assessment Requirements for BSBFRA301 Work within a franchise	1857

BSBFRA402 Establish a franchise	1859

Assessment Requirements for BSBFRA402 Establish a franchise	1863

BSBFRA403 Manage relationship with franchisor	1865

Assessment Requirements for BSBFRA403 Manage relationship with franchisor	1869

BSBGOV401 Implement board member responsibilities	1871

Assessment Requirements for BSBGOV401 Implement board member responsibilities	1875

BSBHRM404 Review human resource functions	1877

Assessment Requirements for BSBHRM404 Review human resource functions	1881

BSBHRM405 Support the recruitment, selection and induction of staff	1883

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff	1887

BSBHRM501 Manage human resource services	1889

Assessment Requirements for BSBHRM501 Manage human resource services	1893

BSBHRM502 Manage human resource management information systems	1895

Assessment Requirements for BSBHRM502 Manage human resource management information systems	1899

BSBHRM505 Manage remuneration and employee benefits	1901

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits	1905

BSBHRM506 Manage recruitment selection and induction processes	1907

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes	1911

BSBHRM507 Manage separation or termination	1913

Assessment Requirements for BSBHRM507 Manage separation or termination	1917

BSBHRM509 Manage rehabilitation or return to work programs	1919

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs	1923

BSBHRM512 Develop and manage performance management processes	1925

Assessment Requirements for BSBHRM512 Develop and manage performance management processes	1929

BSBINM301 Organise workplace information	1931

Assessment Requirements for BSBINM301 Organise workplace information	1934

BSBITU201 Produce simple word processed documents	1936

Assessment Requirements for BSBITU201 Produce simple word processed documents	1939

BSBLDR403 Lead team effectiveness	1941

Assessment Requirements for BSBLDR403 Lead team effectiveness	1944

BSBLDR502 Lead and manage effective workplace relationships	1946

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships	1949

BSBLDR511 Develop and use emotional intelligence	1951

Assessment Requirements for BSBLDR511 Develop and use emotional intelligence	1954

BSBLED101 Plan skills development	1956

Assessment Requirements for BSBLED101 Plan skills development	1959

BSBLED401 Develop teams and individuals	1961

Assessment Requirements for BSBLED401 Develop teams and individuals	1965

BSBLED502 Manage programs that promote personal effectiveness	1967

Assessment Requirements for BSBLED502 Manage programs that promote personal effectiveness	1971

BSBMGT502 Manage people performance	1973

Assessment Requirements for BSBMGT502 Manage people performance	1977

BSBMGT517 Manage operational plan	1979

Assessment Requirements for BSBMGT517 Manage operational plan	1983

BSBMGT622 Manage resources	1985

Assessment Requirements for BSBMGT622 Manage resources	1989

BSBMKG501 Identify and evaluate marketing opportunities	1991

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities	1994

BSBMKG502 Establish and adjust the marketing mix	1996

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix	1999

BSBMKG507 Interpret market trends and developments	2001

Assessment Requirements for BSBMKG507 Interpret market trends and developments	2004

BSBMKG514 Implement and monitor marketing activities	2006

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities	2010

BSBMKG521 Plan and implement sponsorship and event marketing	2012

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing	2016

BSBMKG523 Design and develop an integrated marketing communication plan	2018

Assessment Requirements for BSBMKG523 Design and develop an integrated marketing communication plan	2022

BSBPMG522 Undertake project work	2024

Assessment Requirements for BSBPMG522 Undertake project work	2028

BSBRKG502 Manage and monitor business or records systems	2030

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems	2034

BSBRSK401 Identify risk and apply risk management processes	2036

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes	2039

BSBRSK501 Manage risk	2041

Assessment Requirements for BSBRSK501 Manage risk	2045

BSBSLS408 Present, secure and support sales solutions	2047

Assessment Requirements for BSBSLS408 Present, secure and support sales solutions	2051

BSBSMB306 Plan a home based business	2053

Assessment Requirements for BSBSMB306 Plan a home based business	2056

BSBSMB401 Establish legal and risk management requirements of small business	2058

Assessment Requirements for BSBSMB401 Establish legal and risk management requirements of small business	2062

BSBSMB403 Market the small business	2064

Assessment Requirements for BSBSMB403 Market the small business	2068

BSBSMB404 Undertake small business planning	2070

Assessment Requirements for BSBSMB404 Undertake small business planning	2073

BSBSMB405 Monitor and manage small business operations	2075

Assessment Requirements for BSBSMB405 Monitor and manage small business operations	2079

BSBSMB406 Manage small business finances	2081

Assessment Requirements for BSBSMB406 Manage small business finances	2084

BSBSMB407 Manage a small team	2086

Assessment Requirements for BSBSMB407 Manage a small team	2090

BSBSUS201 Participate in environmentally sustainable work practices	2092

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices	2095

BSBSUS501 Develop workplace policy and procedures for sustainability	2097

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability	2101

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	2103

Assessment Requirements for BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	2107

BSBWOR201 Manage personal stress in the workplace	2109

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace	2113

BSBWOR202 Organise and complete daily work activities	2115

Assessment Requirements for BSBWOR202 Organise and complete daily work activities	2118

BSBWOR204 Use business technology	2120

Assessment Requirements for BSBWOR204 Use business technology	2123

BSBWOR301 Organise personal work priorities and development	2125

Assessment Requirements for BSBWOR301 Organise personal work priorities and development	2128

BSBWOR404 Develop work priorities	2130

Assessment Requirements for BSBWOR404 Develop work priorities	2134

BSBWOR501 Manage personal work priorities and professional development	2136

Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development	2139

BSBWOR502 Lead and manage team effectiveness	2141

Assessment Requirements for BSBWOR502 Lead and manage team effectiveness	2145

BSBWRK510 Manage employee relations	2147

Assessment Requirements for BSBWRK510 Manage employee relations	2151

CHCCCS007 Develop and implement service programs	2153

Assessment Requirements for CHCCCS007 Develop and implement service programs	2156

CHCCCS009 Facilitate responsible behaviour	2158

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour	2161

CHCCCS014 Provide brief interventions	2163

Assessment Requirements for CHCCCS014 Provide brief interventions	2166

CHCCCS019 Recognise and respond to crisis situations	2169

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations	2172

CHCCCS020 Respond effectively to behaviours of concern	2174

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern	2177

CHCCDE002 Develop and implement community programs	2179

Assessment Requirements for CHCCDE002 Develop and implement community programs	2182

CHCCDE004 Implement participation and engagement strategies	2184

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies	2187

CHCCDE005 Develop and support relevant community resources	2189

Assessment Requirements for CHCCDE005 Develop and support relevant community resources	2192

CHCCDE007 Develop and provide community projects	2194

Assessment Requirements for CHCCDE007 Develop and provide community projects	2197

CHCCDE010 Develop and lead community engagement strategies to enhance participation	2199

Assessment Requirements for CHCCDE010 Develop and lead community engagement strategies to enhance participation	2202

CHCCOM001 Provide first point of contact	2204

Assessment Requirements for CHCCOM001 Provide first point of contact	2207

CHCCOM002 Use communication to build relationships	2209

Assessment Requirements for CHCCOM002 Use communication to build relationships	2212

CHCDIS005 Develop and provide person-centred service responses	2215

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses	2218

CHCDIV001 Work with diverse people	2220

Assessment Requirements for CHCDIV001 Work with diverse people	2223

CHCDIV003 Manage and promote diversity	2226

Assessment Requirements for CHCDIV003 Manage and promote diversity	2229

CHCEDU001 Provide community focused health promotion and prevention strategies	2232

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies	2235

CHCGRP002 Plan and conduct group activities	2237

Assessment Requirements for CHCGRP002 Plan and conduct group activities	2240

CHCLAH002 Contribute to leisure and health programming	2243

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming	2248

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	2250

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	2253

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	2255

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	2259

CHCMGT001 Develop, implement and review quality framework	2261

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework	2264

CHCMGT002 Manage partnership agreements with service providers	2266

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers	2269

CHCMGT003 Lead the work team	2271

Assessment Requirements for CHCMGT003 Lead the work team	2275

CHCMGT004 Secure and manage funding	2277

Assessment Requirements for CHCMGT004 Secure and manage funding	2280

CHCMGT005 Facilitate workplace debriefing and support processes	2282

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes	2285

CHCPOL002 Develop and implement policy	2287

Assessment Requirements for CHCPOL002 Develop and implement policy	2290

CHCPRP001 Develop and maintain networks and collaborative partnerships	2292

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships	2295

CHCPRP003 Reflect on and improve own professional practice	2297

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice	2300

CHCPRT002 Support the rights and safety of children and young people	2302

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people	2305

CHCVOL001 Be an effective volunteer	2307

Assessment Requirements for CHCVOL001 Be an effective volunteer	2310

CHCVOL003 Recruit, induct and support volunteers	2312

Assessment Requirements for CHCVOL003 Recruit, induct and support volunteers	2315

CHCVOL004 Manage volunteer workforce development	2317

Assessment Requirements for CHCVOL004 Manage volunteer workforce development	2320

CHCYTH001 Engage respectfully with young people	2322

Assessment Requirements for CHCYTH001 Engage respectfully with young people	2326

CHCYTH004 Respond to critical situations	2329

Assessment Requirements for CHCYTH004 Respond to critical situations	2333

CHCYTH005 Develop and implement procedures to enable young people to address their needs	2335

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs	2338

CHCYTH009 Support youth programs	2341

Assessment Requirements for CHCYTH009 Support youth programs	2345

CHCYTH012 Manage service response to young people in crisis	2347

Assessment Requirements for CHCYTH012 Manage service response to young people in crisis	2350

CHCYTH301E Work effectively with young people	2353

CUFIND401A Provide services on a freelance basis	2360

FNSACC502 Prepare tax documentation for individuals	2370

Assessment Requirements for FNSACC502 Prepare tax documentation for individuals	2374

FNSACC504 Prepare financial reports for corporate entities	2377

Assessment Requirements for FNSACC504 Prepare financial reports for corporate entities	2380

FNSACC505 Establish and maintain accounting information systems	2382

Assessment Requirements for FNSACC505 Establish and maintain accounting information systems	2386

FNSACC506 Implement and maintain internal control procedures	2388

Assessment Requirements for FNSACC506 Implement and maintain internal control procedures	2391

FNSFLT201 Develop and use a personal budget	2393

Assessment Requirements for FNSFLT201 Develop and use a personal budget	2396

FNSFLT301 Be MoneySmart	2398

Assessment Requirements for FNSFLT301 Be MoneySmart	2401

FNSORG501 Develop and manage a budget	2404

Assessment Requirements for FNSORG501 Develop and manage a budget	2408

FSKDIG03 Use digital technology for routine workplace tasks	2410

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks	2412

FSKLRG09 Use strategies to respond to routine workplace problems	2414

Assessment Requirements for FSKLRG09 Use strategies to respond to routine workplace problems	2416

FSKLRG11 Use routine strategies for work-related learning	2418

Assessment Requirements for FSKLRG11 Use routine strategies for work-related learning	2420

FWPCOT3260 Recover four wheel drive vehicles	2422

Assessment Requirements for FWPCOT3260 Recover four wheel drive vehicles	2425

FWPFGM3214 Operate a four wheel drive in a towing situation	2428

Assessment Requirements for FWPFGM3214 Operate a four wheel drive in a towing situation	2431

HLTAHW023 Plan, develop and evaluate health promotion and community development programs	2435

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs	2440

HLTAID003 Provide first aid	2444

Assessment Requirements for HLTAID003 Provide first aid	2447

HLTAID006 Provide advanced first aid	2451

Assessment Requirements for HLTAID006 Provide advanced first aid	2455

HLTFA211A Provide basic emergency life support	2460

HLTPOP402C Assess readiness for and effect behaviour change	2467

HLTWHS001 Participate in workplace health and safety	2474

Assessment Requirements for HLTWHS001 Participate in workplace health and safety	2477

HLTWHS003 Maintain work health and safety	2480

Assessment Requirements for HLTWHS003 Maintain work health and safety	2483

HLTWHS004 Manage work health and safety	2486

Assessment Requirements for HLTWHS004 Manage work health and safety	2489

ICTDBS409 Monitor and administer a database	2492

Assessment Requirements for ICTDBS409 Monitor and administer a database	2495

ICTICT103 Use, communicate and search securely on the internet	2497

Assessment Requirements for ICTICT103 Use, communicate and search securely on the internet	2502

ICTICT203 Operate application software packages	2504

Assessment Requirements for ICTICT203 Operate application software packages	2508

ICTICT308 Use advanced features of computer applications	2510

Assessment Requirements for ICTICT308 Use advanced features of computer applications	2513

ICTWEB201 Use social media tools for collaboration and engagement	2515

Assessment Requirements for ICTWEB201 Use social media tools for collaboration and engagement	2518

MARO003 Transmit and receive information by the global maritime distress and safety system	2520

Assessment Requirements for MARO003 Transmit and receive information by the global maritime distress and safety system	2524

MEM50008 Carry out trip preparation and planning	2527

Assessment Requirements for MEM50008 Carry out trip preparation and planning	2534

MEM50009 Safely operate a mechanically powered recreational boat	2536

Assessment Requirements for MEM50009 Safely operate a mechanically powered recreational boat	2543

MEM50010 Respond to boating emergencies and incidents	2545

Assessment Requirements for MEM50010 Respond to boating emergencies and incidents	2550

MSS024023 Navigate in urban, regional and remote areas	2552

Assessment Requirements for MSS024023 Navigate in urban, regional and remote areas	2555

PSPGEN085 Manage media relationships	2557

Assessment Requirements for PSPGEN085 Manage media relationships	2560

PSPPROC414A Manage contracts	2562

PUAEME001B Provide emergency care	2572

PUAEME003C Administer oxygen in an emergency situation	2579

PUAEME004A Provide emergency care for suspected spinal injury	2584

PUAOPE010C Operate an automated external defibrillator in an emergency	2590

PUAOPE013 Operate communications systems and equipment	2596

Assessment Requirements for PUAOPE013 Operate communications systems and equipment	2599

RGRPSH308 Provide first aid and emergency care for horses or other equines	2601

Assessment Requirements for RGRPSH308 Provide first aid and emergency care for horses or other equines	2605

SFICOMP205B Communicate effectively in cross-cultural environments	2607

SIRXCCS201 Apply point-of-sale handling procedures	2614

SIRXINV005A Control inventory	2621

SIRXINV404 Manage retail merchandise	2626

SIRXMER201 Merchandise products	2633

SIRXMER303 Coordinate merchandise presentation	2639

SIRXMER405 Manage store presentation and pricing	2645

SIRXSLS002A Advise on products and services	2651

SIRXSLS201 Sell products and services	2657

SIRXSLS304 Coordinate sales performance	2664

SIRXSLS406 Manage sales and service delivery	2670

SISCAQU001 Test pool water quality	2678

Assessment Requirements for SISCAQU001 Test pool water quality	2680

SISCAQU002 Perform basic water rescues	2682

Assessment Requirements for SISCAQU002 Perform basic water rescues	2684

SISCAQU003 Maintain aquatic facility plant and equipment	2687

Assessment Requirements for SISCAQU003 Maintain aquatic facility plant and equipment	2689

SISCAQU004 Develop and implement pool water maintenance procedures	2691

Assessment Requirements for SISCAQU004 Develop and implement pool water maintenance procedures	2694

SISCAQU005 Develop and implement aquatic facility maintenance procedures	2697

Assessment Requirements for SISCAQU005 Develop and implement aquatic facility maintenance procedures	2700

SISCAQU006 Supervise clients in aquatic locations	2703

Assessment Requirements for SISCAQU006 Supervise clients in aquatic locations	2705

SISCAQU007 Perform advanced water rescues	2708

Assessment Requirements for SISCAQU007 Perform advanced water rescues	2711

SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	2714

Assessment Requirements for SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	2717

SISCAQU009 Instruct water safety and survival skills	2722

Assessment Requirements for SISCAQU009 Instruct water safety and survival skills	2725

SISCAQU010 Instruct swimming strokes	2730

Assessment Requirements for SISCAQU010 Instruct swimming strokes	2733

SISCAQU011 Promote development of infants and toddlers in an aquatic environment	2738

Assessment Requirements for SISCAQU011 Promote development of infants and toddlers in an aquatic environment	2741

SISCAQU012 Assist participants with a disability during aquatic activities	2745

Assessment Requirements for SISCAQU012 Assist participants with a disability during aquatic activities	2747

SISCAQU013 Coordinate lifeguard service at an aquatic facility	2750

Assessment Requirements for SISCAQU013 Coordinate lifeguard service at an aquatic facility	2753

SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility	2756

Assessment Requirements for SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility	2759

SISCCRD001 Facilitate community recreation initiatives	2761

Assessment Requirements for SISCCRD001 Facilitate community recreation initiatives	2764

SISCCRO001 Plan and conduct recreation programs for older persons	2767

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons	2770

SISFFIT001 Provide health screening and fitness orientation	2773

Assessment Requirements for SISFFIT001 Provide health screening and fitness orientation	2776

SISFFIT002 Recognise and apply exercise considerations for specific populations	2779

Assessment Requirements for SISFFIT002 Recognise and apply exercise considerations for specific populations	2783

SISFFIT003 Instruct fitness programs	2788

Assessment Requirements for SISFFIT003 Instruct fitness programs	2791

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming	2796

Assessment Requirements for SISFFIT004 Incorporate anatomy and physiology principles into fitness programming	2799

SISFFIT005 Provide healthy eating information	2803

Assessment Requirements for SISFFIT005 Provide healthy eating information	2806

SISFFIT006 Conduct fitness appraisals	2809

Assessment Requirements for SISFFIT006 Conduct fitness appraisals	2812

SISFFIT007 Instruct group exercise sessions	2815

Assessment Requirements for SISFFIT007 Instruct group exercise sessions	2818

SISFFIT008 Instruct water-based fitness activities	2822

Assessment Requirements for SISFFIT008 Instruct water-based fitness activities	2825

SISFFIT009 Deliver pre-choreographed or prescribed community fitness	2829

Assessment Requirements for SISFFIT009 Deliver pre-choreographed or prescribed community fitness	2832

SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music	2835

Assessment Requirements for SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music	2838

SISFFIT011 Instruct approved community fitness programs	2843

Assessment Requirements for SISFFIT011 Instruct approved community fitness programs	2846

SISFFIT012 Instruct movement programs to children aged 5 to 12 years	2849

Assessment Requirements for SISFFIT012 Instruct movement programs to children aged 5 to 12 years	2853

SISFFIT013 Instruct exercise to young people aged 13 to 17 years	2857

Assessment Requirements for SISFFIT013 Instruct exercise to young people aged 13 to 17 years	2861

SISFFIT014 Instruct exercise to older clients	2866

Assessment Requirements for SISFFIT014 Instruct exercise to older clients	2870

SISFFIT015 Collaborate with medical and allied health professionals in a fitness context	2875

Assessment Requirements for SISFFIT015 Collaborate with medical and allied health professionals in a fitness context	2879

SISFFIT016 Provide motivation to positively influence exercise behaviour	2883

Assessment Requirements for SISFFIT016 Provide motivation to positively influence exercise behaviour	2886

SISFFIT017 Instruct long-term exercise programs	2890

Assessment Requirements for SISFFIT017 Instruct long-term exercise programs	2894

SISFFIT018 Promote functional movement capacity	2899

Assessment Requirements for SISFFIT018 Promote functional movement capacity	2903

SISFFIT019 Incorporate exercise science principles into fitness programming	2910

Assessment Requirements for SISFFIT019 Incorporate exercise science principles into fitness programming	2913

SISFFIT020 Instruct exercise programs for body composition goals	2917

Assessment Requirements for SISFFIT020 Instruct exercise programs for body composition goals	2920

SISFFIT021 Instruct personal training programs	2925

Assessment Requirements for SISFFIT021 Instruct personal training programs	2929

SISFFIT022 Instruct aquatic sessions for specific population groups	2935

Assessment Requirements for SISFFIT022 Instruct aquatic sessions for specific population groups	2939

SISFFIT023 Instruct group personal training programs	2945

Assessment Requirements for SISFFIT023 Instruct group personal training programs	2949

SISFFIT024 Instruct endurance programs	2955

Assessment Requirements for SISFFIT024 Instruct endurance programs	2958

SISFFIT025 Recognise the dangers of providing nutrition advice to clients	2963

Assessment Requirements for SISFFIT025 Recognise the dangers of providing nutrition advice to clients	2966

SISFFIT026 Support healthy eating through the Eat for Health Program	2969

Assessment Requirements for SISFFIT026 Support healthy eating through the Eat for Health Program	2972

SISFFIT027 Conduct health promotion activities	2975

Assessment Requirements for SISFFIT027 Conduct health promotion activities	2978

SISFFIT028 Apply evidence-based practice to exercise programs	2983

Assessment Requirements for SISFFIT028 Apply evidence-based practice to exercise programs	2986

SISFFIT029 Apply anatomy and physiology to advanced personal training	2990

Assessment Requirements for SISFFIT029 Apply anatomy and physiology to advanced personal training	2993

SISFFIT030 Instruct advanced exercise programs	3000

Assessment Requirements for SISFFIT030 Instruct advanced exercise programs	3004

SISFFIT031 Implement injury prevention strategies	3011

Assessment Requirements for SISFFIT031 Implement injury prevention strategies	3014

SISOEQU001 Handle horses	3022

Assessment Requirements for SISOEQU001 Handle horses	3025

SISOEQU002 Ride horses using fundamental skills	3028

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills	3031

SISOEQU003 Ride horses on tracked trail rides	3036

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides	3039

SISOEQU004 Ride horses on untracked trail rides	3043

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides	3046

SISOEQU005 Guide horse trail rides in tracked areas	3050

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas	3054

SISOEQU006 Guide horse trail rides in untracked areas	3058

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas	3062

SISOEQU007 Instruct horse handling skills	3066

Assessment Requirements for SISOEQU007 Instruct horse handling skills	3069

SISOEQU008 Instruct fundamental horse riding skills	3073

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills	3077

SISOEQU009 Instruct the advancement of recreational horse riding skills	3082

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills	3085

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	3089

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	3093

SISOEQU011 Manage horse illness and injury in remote areas	3097

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas	3100

SISOEQU012 Assess horses for sport or recreational performance	3104

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance	3107

SISOEQU013 Condition horses for sport or recreational performance	3110

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance	3113

SISOEQU014 Determine nutritional requirements for sport or recreational horses	3116

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses	3119

SISOEQU015 Acquire and educate horses for sport or recreational programs	3122

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs	3126

SISOODR506A Evaluate policy for an outdoor organisation	3130

SISSSCO513 Plan and implement high performance training and recovery programs	3137

SISSSDE503 Develop volunteer management policies	3145

SISSSPA505A Coordinate team or group management	3150

SISSSPA506A Coorindate team or group administration	3156

SISSSTC301A Instruct strength and conditioning techniques	3163

SISSSTC402A Develop strength and conditioning programs	3171

SISXADM001 Organise and supervise participant travel	3180

Assessment Requirements for SISXADM001 Organise and supervise participant travel	3183

SISXCAI001 Provide equipment for activities	3186

Assessment Requirements for SISXCAI001 Provide equipment for activities	3189

SISXCAI002 Assist with activity sessions	3192

Assessment Requirements for SISXCAI002 Assist with activity sessions	3195

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	3199

Assessment Requirements for SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	3202

SISXCAI004 Plan and conduct programs	3206

Assessment Requirements for SISXCAI004 Plan and conduct programs	3209

SISXCAI005 Conduct individualised long-term training programs	3212

Assessment Requirements for SISXCAI005 Conduct individualised long-term training programs	3215

SISXCAI006 Facilitate groups	3220

Assessment Requirements for SISXCAI006 Facilitate groups	3223

SISXCAI007 Assist with activities not requiring equipment	3225

Assessment Requirements for SISXCAI007 Assist with activities not requiring equipment	3228

SISXCCS001 Provide quality service	3231

Assessment Requirements for SISXCCS001 Provide quality service	3234

SISXCCS002 Coordinate client service activities	3236

Assessment Requirements for SISXCCS002 Coordinate client service activities	3239

SISXCCS003 Address client needs	3242

Assessment Requirements for SISXCCS003 Address client needs	3245

SISXDIS001 Facilitate inclusion for people with a disability	3248

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability	3251

SISXDIS002 Plan and conduct disability programs	3254

Assessment Requirements for SISXDIS002 Plan and conduct disability programs	3258

SISXEMR001 Respond to emergency situations	3261

Assessment Requirements for SISXEMR001 Respond to emergency situations	3264

SISXEMR002 Coordinate emergency responses	3268

Assessment Requirements for SISXEMR002 Coordinate emergency responses	3271

SISXFAC001 Maintain equipment for activities	3274

Assessment Requirements for SISXFAC001 Maintain equipment for activities	3276

SISXFAC002 Maintain sport, fitness and recreation facilities	3278

Assessment Requirements for SISXFAC002 Maintain sport, fitness and recreation facilities	3281

SISXFAC003 Implement facility maintenance programs	3285

Assessment Requirements for SISXFAC003 Implement facility maintenance programs	3288

SISXFAC004 Coordinate facility and equipment acquisition and maintenance	3291

Assessment Requirements for SISXFAC004 Coordinate facility and equipment acquisition and maintenance	3294

SISXFAC005 Manage stock supply and purchase	3297

Assessment Requirements for SISXFAC005 Manage stock supply and purchase	3300

SISXFIN001 Develop and review budgets for activities or projects	3302

Assessment Requirements for SISXFIN001 Develop and review budgets for activities or projects	3305

SISXFIN002 Process financial transactions	3307

Assessment Requirements for SISXFIN002 Process financial transactions	3310

SISXHRM001 Recruit and manage volunteers	3312

Assessment Requirements for SISXHRM001 Recruit and manage volunteers	3314

SISXICT001 Select and use technology for sport, fitness and recreation work	3317

Assessment Requirements for SISXICT001 Select and use technology for sport, fitness and recreation work	3320

SISXIND001 Work effectively in sport, fitness and recreation environments	3323

Assessment Requirements for SISXIND001 Work effectively in sport, fitness and recreation environments	3326

SISXIND002 Maintain sport, fitness and recreation industry knowledge	3328

Assessment Requirements for SISXIND002 Maintain sport, fitness and recreation industry knowledge	3331

SISXIND003 Maintain legal knowledge for organisation governance	3334

Assessment Requirements for SISXIND003 Maintain legal knowledge for organisation governance	3337

SISXIND004 Analyse participation patterns	3340

Assessment Requirements for SISXIND004 Analyse participation patterns	3343

SISXIND005 Coordinate work teams or groups	3346

Assessment Requirements for SISXIND005 Coordinate work teams or groups	3349

SISXIND006 Conduct sport, fitness or recreation events	3351

Assessment Requirements for SISXIND006 Conduct sport, fitness or recreation events	3354

SISXIND007 Develop and implement participation strategies	3359

Assessment Requirements for SISXIND007 Develop and implement participation strategies	3362

SISXMGT001 Develop and maintain stakeholder relationships	3365

Assessment Requirements for SISXMGT001 Develop and maintain stakeholder relationships	3367

SISXRES001 Conduct sustainable work practices in open spaces	3369

Assessment Requirements for SISXRES001 Conduct sustainable work practices in open spaces	3372

SISXRES002 Educate user groups	3374

Assessment Requirements for SISXRES002 Educate user groups	3377

SIRXWHS001 Work safely	3379

Assessment Requirements for SIRXWHS001 Work safely	3381

SITTGDE002 Work as a guide	3383

Assessment Requirements for SITTGDE002 Work as a guide	3386

SITTGDE004 Lead tour groups	3390

Assessment Requirements for SITTGDE004 Lead tour groups	3393

SITTGDE005 Prepare and present tour commentaries or activities	3395

Assessment Requirements for SITTGDE005 Prepare and present tour commentaries or activities	3398

SITTGDE006 Develop and maintain the general and regional knowledge required by guides	3401

Assessment Requirements for SITTGDE006 Develop and maintain the general and regional knowledge required by guides	3404

SITTGDE007 Research and share general information on Australian Indigenous cultures	3408

Assessment Requirements for SITTGDE007 Research and share general information on Australian Indigenous cultures	3411

SITTGDE008 Prepare specialised interpretive content on flora, fauna and landscape	3414

Assessment Requirements for SITTGDE008 Prepare specialised interpretive content on flora, fauna and landscape	3417

SITTGDE009 Prepare specialised interpretive content on marine environments	3420

Assessment Requirements for SITTGDE009 Prepare specialised interpretive content on marine environments	3423

SITTGDE010 Prepare specialised interpretive content on cultural and heritage environments	3426

Assessment Requirements for SITTGDE010 Prepare specialised interpretive content on cultural and heritage environments	3429

SITTGDE011 Coordinate and operate tours	3432

Assessment Requirements for SITTGDE011 Coordinate and operate tours	3436

SITTGDE012 Manage extended touring programs	3440

Assessment Requirements for SITTGDE012 Manage extended touring programs	3444

SITTPPD002 Develop interpretive activities	3448

Assessment Requirements for SITTPPD002 Develop interpretive activities	3451

SITTPPD008 Develop tourism products	3454

Assessment Requirements for SITTPPD008 Develop tourism products	3457

SITTPPD009 Develop environmentally sustainable tourism operations	3460

Assessment Requirements for SITTPPD009 Develop environmentally sustainable tourism operations	3463

SITTPPD010 Develop culturally appropriate tourism operations	3466

Assessment Requirements for SITTPPD010 Develop culturally appropriate tourism operations	3469

SITTTOP002 Provide outdoor catering	3472

Assessment Requirements for SITTTOP002 Provide outdoor catering	3475

SITXCOM002 Show social and cultural sensitivity	3478

Assessment Requirements for SITXCOM002 Show social and cultural sensitivity	3480

SITXEVT505 Manage on-site event operations	3482

SITXEVT602 Develop event concepts	3492

SITXEVT603 Determine event feasibility	3499

SITXFIN601 Manage physical assets	3505

SITXFSA001 Use hygienic practices for food safety	3511

Assessment Requirements for SITXFSA001 Use hygienic practices for food safety	3514

SITXFSA002 Participate in safe food handling practices	3517

Assessment Requirements for SITXFSA002 Participate in safe food handling practices	3520

SITXFSA101 Use hygienic practices for food safety	3524

SITXHRM003 Lead and manage people	3531

Assessment Requirements for SITXHRM003 Lead and manage people	3534

SITXMGT003 Manage projects	3537

Assessment Requirements for SITXMGT003 Manage projects	3540

TAEASS301 Contribute to assessment	3544

Assessment Requirements for TAEASS301 Contribute to assessment	3548

TAEASS401 Plan assessment activities and processes	3550

Assessment Requirements for TAEASS401 Plan assessment activities and processes	3554

TAEASS402 Assess competence	3556

Assessment Requirements for TAEASS402 Assess competence	3560

TAEASS403 Participate in assessment validation	3563

Assessment Requirements for TAEASS403 Participate in assessment validation	3567

TAEASS502 Design and develop assessment tools	3569

Assessment Requirements for TAEASS502 Design and develop assessment tools	3573

TAEDEL301 Provide work skill instruction	3575

Assessment Requirements for TAEDEL301 Provide work skill instruction	3579

TAEDEL404 Mentor in the workplace	3581

Assessment Requirements for TAEDEL404 Mentor in the workplace	3585

TLIB0002 Carry out vehicle inspection	3587

Assessment Requirements for TLIB0002 Carry out vehicle inspection	3590

TLIB2003 Carry out vehicle servicing and maintenance	3593

Assessment Requirements for TLIB2003 Carry out vehicle servicing and maintenance	3596

TLIB2008 Carry out inspection of trailers	3599

Assessment Requirements for TLIB2008 Carry out inspection of trailers	3602

TLIB2119 Carry out maintenance of trailers	3604

Assessment Requirements for TLIB2119 Carry out maintenance of trailers	3607

TLIC2025 Operate four wheel drive vehicle	3609

Assessment Requirements for TLIC2025 Operate four wheel drive vehicle	3614

TLIH3002 Plan and navigate routes	3617

Assessment Requirements for TLIH3002 Plan and navigate routes	3620

SIS Sport, Fitness and Recreation Training Package	3623

SISSS00110 Aquatic Technical Operator	3625

SISSS00111 Pool Lifeguard	3627

SISSS00112 Swimming and Water Safety Teacher	3629

SISSS00113 Group Exercise Leader	3631

SISSS00114 Advanced Coaching	3632

SISSS00115 Coach Development	3633

SISSS00116 High Performance Coach	3634

SISSS00117 Sport Official	3636

SISSS00118 Sports Trainer Level 1	3638

SISSS00119 Community Coaching	3639

SISSS00120 Alpine Activities Leader	3641

SISSS00121 Artificial Abseiling	3643

SISSS00122 Artificial Climbing	3645

SISSS00123 Challenge Course Leader	3647

SISSS00124 Challenge Course Supervisor	3649

SISSS00125 Tracked Horse Trail Ride Guiding	3651

SISSS00126 Wilderness First Aid	3653

SIS Sport, Fitness and Recreation Training Package

Copyright Statement
© 2015 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. You are free: to copy, distribute, display, and perform the work to make commercial use of the work Under the following conditions: Attribution - You must give the original author credit. No Derivative Works - You may not alter, transform, or build upon this work. Special Conditions (Waiver) For the sake of clarity, where the license refers to "the work", in addition to meaning the work in its entirety this term shall also mean "extracts of the work". Extracts of the work carry with it the respective licence, and is thus “partitioned”. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the SIS Sport, Fitness and Recreation Training Package Release 4.0.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of Department of Education and Training or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Education and Training and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	SkillsIQ

Release Date:	11/09/2019

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS10115 Certificate I in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification allows individuals to develop basic functional knowledge and skills to prepare for work in the sport and recreation industry. The range of technical knowledge and skills is limited. It does not have an industry employment outcome.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

8 units must be completed:

5 core units

3 elective units, consisting of:

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISXCAI001	Provide equipment for activities
SISXCAI002	Assist with activity sessions
SISXIND001	Work effectively in sport, fitness and recreation environments
General Electives
BSBCMM101	Apply basic communication skills
BSBLED101	Plan skills development
BSBWOR202	Organise and complete daily work activities
SISXCCS001	Provide quality service
SISXFIN002	Process financial transactions

Qualification Mapping Information

SIS10113 Certificate I in Sport and Recreation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20115 Certificate II in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification allows individuals to develop basic functional knowledge and skills for work in customer contact positions in the sport or community recreation industry. These individuals are competent in a range of administrative activities and functions within a team and under supervision. They are involved in mainly routine and repetitive tasks using practical skills and basic sport and recreation industry knowledge.

They work in locations such as sport and recreation centres or facilities, and leisure and aquatic centres assisting with the conduct of recreation activities, and facility maintenance and operations.

Possible job titles include:

community activities assistant

customer service assistant

leisure assistant

recreation assistant

retail assistant

grounds assistant

facility assistant.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

13 units must be completed:

8 core units

5 elective units, consisting of:

2 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBWOR202	Organise and complete daily work activities
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISXCAI002	Assist with activity sessions
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXIND002	Maintain sport, fitness and recreation industry knowledge
General Electives
BSBSUS201	Participate in environmentally sustainable work practices
BSBWOR201	Manage personal stress in the workplace
CHCCOM001	Provide first point of contact
FSKDIG03	Use digital technology for routine workplace tasks
FSKLRG09	Use strategies to respond to routine workplace problems
FSKLRG11	Use routine strategies for work-related learning
ICTICT203	Operate application software packages
SIRXMER201	Merchandise products
SIRXSLS002A	Advise on products and service
SISCAQU002	Perform basic water rescues
SISXCAI001	Provide equipment for activities
SISXFAC001	Maintain equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20219 Certificate II in Sport - Developing Athlete

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a career as an athlete at a regional, state or territory level in a specific sport in the Australian sport industry.

This qualification reflects the role of a developing athlete and provides a pathway to work as an athlete in a specific sport. Individuals with this qualification are involved in mainly routine and repetitive tasks using limited practical skills and basic sport industry knowledge. They work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

9 units must be completed:

5 core units

4 elective units, consisting of:

1 unit from Group A

at least 2 units from the electives listed in Group A or Group B

up to 1 elective unit which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
BSBWOR301	Organise personal work priorities and development
FNSFLT201	Develop and use a personal budget
SIRXWHS001	Work safely
SISSPAR003	Follow specialist dietary advice
SISSPAR007	Work as an athlete
Elective units
Group A: Sport-specific electives
SISSAFL001	Participate in Australian football at an intermediate level
SISSCKT001	Participate in cricket at an intermediate level
SISSGLF002	Participate in golf at an intermediate level
SISSNTB002	Participate in netball at an intermediate level
SISSPAR001	Participate in sport at an intermediate level
SISSRGL002	Participate in rugby league at an intermediate level
SISSTOU001	Participate in touch at an intermediate level
Group B: General electives
HLTAID003	Provide first aid
ICTICT103	Use, communicate and search securely on the internet
ICTICT203	Operate application software packages
SISSPAR004	Book athlete travel and accommodation
SISSPAR009	Participate in conditioning for sport
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities

Qualification Mapping Information

SIS20412 Certificate II in Sport Career Oriented Participation

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20319 Certificate II in Sport Coaching

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to conduct pre-planned coaching sessions with foundation level participants in a specific sport.

This qualification provides a pathway to work in assistant coaching roles working or volunteering at community based sports clubs and organisations in the Australian sport industry. Individuals with this qualification use a defined and limited range of basic coaching skills to engage participants in a specific sport and are involved in mainly routine and repetitive tasks using limited practical skills and basic sport industry knowledge. They work under the supervision of a coach.

Possible job role titles depend on the specific sport may include assistant coach.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

7 units must be completed:

3 core units

4 elective units, consisting of:

1 unit from Group A

at least 1 unit from the electives listed in Group A or Group B

up to 2 elective units which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
HLTAID003	Provide first aid
SIRXWHS001	Work safely
SISSSCO002	Work in a community coaching role
Elective units
Group A: Sport-specific electives
SISSSCO001	Conduct sport coaching sessions with foundation level participants
SISSATH001	Conduct athletics coaching sessions with foundation level participants
SISSBSB001	Conduct basketball coaching sessions with foundation level participants
SISSNTB001	Conduct netball coaching sessions with foundation level participants
SISSRGL001	Conduct rugby league coaching sessions with foundation level participants
SISSSQU001	Conduct squash coaching sessions with foundation level participants
SISSSUR001	Conduct surf life saving coaching sessions with foundation level participants
SISSTPB001	Conduct tenpin bowling coaching sessions with foundation level participants
Group B: General electives
CHCVOL001	Be an effective volunteer
ICTICT103	Use, communicate and search securely on the internet
ICTICT203	Operate application software packages
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXEMR001	Respond to emergency situations
SISXFAC002	Maintain sport, fitness and recreation facilities

Qualification Mapping Information

SIS20513 Certificate II in Sport Coaching

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20419 Certificate II in Outdoor Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who assist with operational logistics and the delivery of recreational activities. They work under direct supervision and with guidance from those responsible for planning, finalising and delivering activities, including program managers and leaders.

Assistants use a range of fundamental activity techniques during activities and can work in indoor and outdoor recreation environments, adventure learning centres or camps. The combined skills and knowledge provided by this qualification do not provide for a job outcome as a leader and further training would be required before moving into those roles.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

11 units must be completed:

4 core units

7 elective units, consisting of:

3 units from Group A

4 units from Group A, Group B, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units
HLTWHS001	Participate in workplace health and safety
SISOFLD001	Assist in conducting recreation sessions
SISOFLD002	Minimise environmental impact
SISXIND002	Maintain sport, fitness and recreation industry knowledge
Elective units
Group A Activity units
SISCAQU002	Perform basic water rescues
SISOABS001	Abseil single pitches using fundamental skills
SISOBWG001	Bushwalk in tracked environments
SISOCLM001	Top rope climb single pitches, artificial surfaces
SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCNE001	Paddle a craft using fundamental skills
SISOCVE001	Traverse caves
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT002	Ride bicycles on roads and pathways, easy conditions
SISOCYT004	Ride off road bicycles on easy trails
SISODRV001	Drive AWD/4WD vehicles on unsealed roads
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOFLD006	Navigate in tracked environments
SISOFSH001	Locate, attract and catch fish
SISOFSH002	Select and catch bait
SISOFSH003	Select and rig tackle outfits
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOPWC001	Ride personal watercraft in smooth water conditions
SISOSAI001	Sail small boats in smooth water and light to moderate wind conditions
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB002	SCUBA dive from boats
SISOSCB004	Navigate prescribed routes underwater
SISOSKT001	Ski on easy cross country terrain
SISOSNK001	Snorkel
SISOSRF001	Surf small waves using basic manoeuvres
SISOSUP001	Paddle a stand up board on inland flatwater
SISOWIN001	Windsurf in smooth water and light wind conditions
Group B General electives
HLTAID003	Provide first aid
ICTICT203	Operate application software packages
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISXCAI001	Provide equipment for activities
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TLIB0002	Carry out vehicle inspection
TLIB2008	Carry out inspection of trailers
TLIH3002	Plan and navigate routes

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30115 Certificate III in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the multi-skilled role of individuals in operational and customer support positions in the sport or community recreation industry. These individuals are competent in a range of activities and functions requiring autonomous work within a defined range of situations and environments.

They work in locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres.

Possible job titles include:

recreation officer

activity operation officer

sport and recreation attendant

community activities officer

leisure services officer.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

9 core units

6 elective units, consisting of:

3 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBWHS303	Participate in WHS hazard identification, risk assessment and risk control
BSBWOR301	Organise personal work priorities and development
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
ICTWEB201	Use social media tools for collaboration and engagement
SISXCAI003	Conduct non-instructional sport, fitness or recreation sessions
SISXCAI004	Plan and conduct programs
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
General Electives
BSBADM307	Organise schedules
BSBADM311	Maintain business resources
BSBCRT301	Develop and extend critical thinking skills
BSBFIA303	Process accounts payable and receivable
BSBINM301	Organise workplace information
BSBWOR204	Use business technology
HLTAID006	Provide advanced first aid
ICTICT203	Operate application software packages
SIRXMER303	Coordinate merchandise presentation
SIRXSLS304	Coordinate sales performance
SISXADM001	Organise and supervise participant travel
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFAC003	Implement facility maintenance programs
SISXFAC005	Manage stock supply and purchase
SISXFIN002	Process financial transactions
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND006	Conduct sport, fitness or recreation events
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES001	Conduct sustainable work practices in open spaces
SISXRES002	Educate user groups
SITXFSA101	Use hygienic practices for food safety

Qualification Mapping Information

SIS30513 Certificate III in Sport and Recreation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30315 Certificate III in Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of instructors who perform a range of activities and functions within the fitness industry. Depending on the specialisation chosen, this qualification provides a pathway to work as an instructor providing exercise instruction for group, aqua or gym programs.

They work independently with some level of autonomy in a controlled environment such as fitness, leisure, aquatic and community centres where risks are managed through pre-existing risk assessment and hazard control processes.

Individuals who specialise in Aqua Exercise Instruction deliver water-based exercise sessions designed for participation by a group of clients. Sessions may be freestyle, pre-choreographed or circuit style. They also have the skills to rescue a client in distress, and an appropriate level of pool deck fitness and endurance.

Individuals who specialise in Group Exercise Instruction deliver exercise sessions designed for participation by a group of clients with a mix of ages/fitness levels. Sessions may be freestyle, pre-choreographed or circuit style. These individuals instruct and demonstrate complete exercise sessions to groups with limited individual interaction.

Individuals who specialise in Gym Instruction provide individually tailored client assessments, provide technique correction as needed, and develop and demonstrate programs. They also provide supervision of a facility or service, keep equipment clean, tidy and well maintained, and handle various customer inquiries.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

16 units must be completed:

9 core units

7 elective units, consisting of:

all units in Groups A, B or C

remaining units to make up the required 7 elective units from Group D; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules for each specialisation:

All Group A electives must be selected for award of the Certificate III in Fitness (Aqua Exercise Instructor)

All Group B electives must be selected for award of the Certificate III in Fitness (Group Exercise Instructor)

All Group C electives must be selected for award of the Certificate III in Fitness (Gym Instructor).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT001	Provide health screening and fitness orientation
SISFFIT002	Recognise and apply exercise considerations for specific populations
SISFFIT003	Instruct fitness programs
SISFFIT004	Incorporate anatomy and physiology principles into fitness programming
SISFFIT005	Provide healthy eating information
SISFFIT014	Instruct exercise to older clients
SISXCCS001	Provide quality service
SISXFAC001	Maintain equipment for activities
SISXIND001	Work effectively in sport, fitness and recreation environments
Group A - Aqua Exercise Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISCAQU002	Perform basic water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISFFIT008	Instruct water-based fitness activities
SISFFIT022	Instruct aquatic sessions for specific population groups
Group B - Group Exercise Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISFFIT007	Instruct group exercise sessions
SISFFIT011	Instruct approved community fitness programs
Group C - Gym Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISFFIT006	Conduct fitness appraisals
Group D - General Electives
BSBSUS201	Participate in environmentally sustainable work practices
SISCAQU002	Perform basic water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISFFIT006	Conduct fitness appraisals
SISFFIT007	Instruct group exercise sessions
SISFFIT008	Instruct water-based fitness activities
SISFFIT009	Deliver pre-choreographed or prescribed community fitness
SISFFIT010	Deliver pre-choreographed or prescribed group exercise to music
SISFFIT011	Instruct approved community fitness programs
SISFFIT012	Instruct movement programs to children aged 5 to 12 years
SISFFIT022	Instruct aquatic sessions for specified population groups
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30419 Certificate III in Sport - Athlete

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to undertake a career as an athlete at a regional, state or national level in a specific sport in the Australian sport industry. Athletes at this level may have access to match payments, prize money, grants or endorsements as the primary source of their income.

This qualification provides a pathway to work as an athlete. Individuals with this qualification train for events, work with coaches and support staff, compete in sport at a regional, state or territory level and undertake promotional duties. They possess a range of well-developed skills where discretion and judgement are required. They are responsible for their own outputs under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

10 units must be completed:

6 core units

4 elective units, consisting of:

1 unit from Group A, Group B or Group C

at least 2 units from the electives listed in Group D

up to 1 elective unit which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

the Group A elective must be selected for award of the Certificate III in Sport - Athlete (Cricket)

the Group B elective must be selected for award of the Certificate III in Sport - Athlete (Golf).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
BSBWOR301	Organise personal work priorities and development
FNSFLT301	Be MoneySmart
HLTWHS001	Participate in workplace health and safety
SISSPAR005	Develop athlete personal brand
SISSPAR007	Work as an athlete
SISSPAR008	Maintain personal wellbeing as an athlete
Elective units
Group A: Cricket
SISSCKT002	Participate in cricket at an advanced level
Group B: Golf
SISSGLF003	Participate in golf at an advanced level
Group C: Sport-specific electives
SISSAFL002	Participate in Australian Football at an advanced level
SISSPAR002	Participate in sport at an advanced level
Group D: General electives
BSBCMM401	Make a presentation
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
ICTICT103	Use, communicate and search securely on the internet
ICTICT203	Operate application software packages
SISSPAR003	Follow specialist dietary advice
SISSPAR004	Book athlete travel and accommodation
SISSPAR006	Prepare and present athlete sponsorship proposals
SISSPAR009	Participate in conditioning for sport
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities

Qualification Mapping Information

SIS30613 Certificate III in Sport Career Oriented Participation

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30519 Certificate III in Sport Coaching

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to coach participants up to an intermediate level in a specific sport.

This qualification provides a pathway to work in community coaching roles working or volunteering at community-based sport clubs and organisations in the Australian sport industry. Individuals with this qualification possess a range of well-developed skills where discretion and judgement are required. They are responsible for their own outputs.

Possible job titles depend on the specific sport and may include community coach.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

10 units must be completed:

6 core units

4 elective units, consisting of either:

1 unit from Group A or Group B or Group C

at least 1 unit from the electives listed in Group E

up to 2 elective units which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course

or

all the units in Group D.

Packaging Rules for each specialisation:

the Group B elective must be selected for award of the Certificate III in Sport Coaching (Swimming)

the Group C elective must be selected for award of the Certificate III in Sport Coaching (Tennis)

the Group D electives must be selected for award of the Certificate III in Sport Coaching (Equestrian).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification. Electives which appear in italics have prerequisite units of competency

Core units
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISSSCO002	Work in a community coaching role
SISSSCO003	Meet participant coaching needs
SISSSCO005	Continuously improve coaching skills and knowledge
Elective units
Group A: Sport-specific electives
SISSBSB002	Coach basketball participants up to an intermediate level
SISSSCO012	Coach sport participants up to an intermediate level
SISSVOL001	Coach volleyball participants up to an intermediate level
Group B: Swimming
SISSSWM001	Coach swimmers up to a competitive level
Group C: Tennis
SISSTNS001	Coach junior players in tennis
Group D: Equestrian
ACMEQU202	Handle horses safely
ACMEQU205	Apply knowledge of horse behaviour
ACMEQU210	Lunge educated horses
SISSEQS001	Coach individual participants in the introduction of equestrian activities
Group E: General electives
BSBADM405	Organise meetings
CHCYTH001	Engage respectfully with young people
SISSSCO006	Implement sport selection policies and procedures
SISSSCO009	Work collaboratively with others in a sport environment
SISSSCO016	Coach participants in sport competition
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISSSPT001	Implement sport injury and prevention strategies
SISXADM001	Organise and supervise participant travel
SISXCAI009	Instruct strength and conditioning techniques
SISXDIS001	Facilitate inclusion for people with a disability
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities
SISXIND006	Conduct sport, fitness or recreation events
SISXIND009	Respond to interpersonal conflict
SISXIND010	Protect children and young people

Qualification Mapping Information

SIS30713 Certificate III in Sport Coaching

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30619 Certificate III in Outdoor Leadership

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of skilled outdoor recreation leaders who lead and supervise dependent participants in recreational activities according to pre-determined activity plans, adjusting as required to suit conditions and participant abilities.

Leaders are skilled in recreational activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and problems as they arise. Using discretion and judgement, they work with some independence and under limited supervision using clearly defined plans, policies and procedures to guide work activities.

This qualification reflects the role of leaders who can work in a range of settings including indoor centres and outdoor adventure learning centres and camps, or relatively close to base in the field. They have access to reliable communication systems and assistance from medical and emergency services. When in the field, supervision is provided remotely, in the form of support from base, to deal appropriately with unplanned events or significant problems.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

22 units must be completed:

9 core units

13 elective units, consisting of:

all the units in any two Groups A to AB

the remaining elective units can be selected from Groups A to AB, Group AC, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units
HLTWHS001	Participate in workplace health and safety
PUAOPE013	Operate communications systems and equipment
SISOFLD002	Minimise environmental impact
SISOPLN001	Finalise operation of outdoor recreation activities
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities
Elective units
Group A Abseiling, Artificial Surfaces
SISOABS002	Abseil single pitches, artificial surfaces
SISOABS005	Establish ropes for single pitch abseiling on artificial surfaces
SISOABS008	Lead single pitch abseiling activities on artificial surfaces
Group B Abseiling, Natural Surfaces
SISOABS003	Abseil single pitches, natural surfaces
SISOABS006	Establish ropes for single pitch abseiling on natural surfaces
SISOABS009	Lead single pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group C Bushwalking, Tracked Environments
SISOBWG001	Bushwalk in tracked environments
SISOBWG005	Lead bushwalks in tracked environments
SISOFLD006	Navigate in tracked environments
Group D Bushwalking, Difficult Tracked Environments
SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments
Group E Challenge Course, Low elements
SISOABL001	Lead adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements
Group F Challenge Course, High elements
SISOABL001	Lead adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements
Group G Climbing, Artificial Surfaces
SISOCLM001	Top rope climb single pitches, artificial surfaces
SISOCLM005	Establish belays for single pitch climbing on artificial surfaces
SISOCLM008	Lead single pitch climbing activities on artificial surfaces, top rope climbing
Group H Climbing, Natural Surfaces, Top Rope
SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group I Canoeing, Inland Flat Water
SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE005	Lead canoeing activities on inland flatwater
Group J Caving
SISOCVE001	Traverse caves
SISOCVE002	Descend and ascend ladders in caves
SISOCVE003	Abseil single pitches in caves
SISOCVE004	Descend and ascend single ropes in caves
SISOCVE005	Establish ropes, ladders and belays for caving
SISOCVE006	Lead caving activities
SISORSC002	Perform vertical rescues
Group K Cycle Touring, On Road
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT002	Ride bicycles on roads and pathways, easy conditions
SISOCYT006	Lead cycling activities on roads and pathways, easy conditions
TLIH3002	Plan and navigate routes
Group L Cycle Touring, Off Road Easy Trails
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT004	Ride off road bicycles on easy trails
SISOCYT008	Lead off road cycling activities on easy trails
SISOFLD006	Navigate in tracked environments
Group M Four Wheel Driving
FWPCOT3260	Recover four wheel drive vehicles
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIC2025	Operate four wheel drive vehicle
TLIH3002	Plan and navigate routes
Group N Horse Trail Riding
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU003	Ride horses on tracked trail rides
SISOEQU005	Guide horse trail rides in tracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOFLD006	Navigate in tracked environments
Group O Fishing
SISOFSH001	Locate, attract and catch fish
SISOFSH002	Select and catch bait
SISOFSH003	Select and rig tackle outfits
SISOFSH004	Lead fishing activities
Group P Kayaking, Inland Flatwater
SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK005	Lead kayaking activities on inland flatwater
Group Q Sea Kayaking, Enclosed Waters
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS004	Lead sea kayaking activities in enclosed waters
Group R Personal Water Craft
SISOFLD005	Navigate waterway courses
SISOPWC001	Ride personal watercraft in smooth water conditions
SISOPWC002	Ride personal watercraft in slight water conditions
SISOPWC003	Lead personal water craft activities in smooth water conditions
SISOPWC004	Lead personal water craft activities in slight water conditions
Group S Rafting, Grade 2 Rivers
SISOFLD006	Navigate in tracked environments
SISORAF001	Guide a raft on grade 2 rivers
SISORAF004	Lead rafting activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
Group T Sailing Small Boats
SISOSAI001	Sail small boats in smooth water and light to moderate wind conditions
SISOSAI002	Sail small boats in partially smooth water and moderate to fresh wind conditions
SISOSAI004	Lead sailing activities in smooth water and light to moderate wind conditions
SISOSAI005	Lead sailing activities boats in partially smooth water and moderate to fresh wind conditions
Group U SCUBA Diving
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB004	Navigate prescribed routes underwater
SISOSCB006	Perform diver rescues
SISOSCB010	Lead SCUBA diving activities
Group V Ski Touring
SISOFLD007	Navigate in difficult tracked environments
SISOSKT001	Ski on easy cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT004	Lead skiing activities on easy cross country terrain
Group W Snorkelling
SISCAQU002	Perform basic water rescues
SISOSNK001	Snorkel
SISOSNK002	Lead snorkelling activities
Group X Surfing, Beginner
SISORSC007	Perform basic surf rescues
SISOSRF001	Surf small waves using basic manoeuvres
SISOSRF004	Lead surfing activities, small waves and basic manoeuvres
Group Y Surfing, Intermediate
SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres
Group Z Stand up Paddle Boarding, Inland Flatwater
SISOSUP001	Paddle a stand up board on inland flatwater
SISOSUP004	Lead stand up paddle boarding activities on inland flatwater
Group AA Stand up Paddle Boarding, Surf
SISORSC007	Perform basic surf rescues
SISOSUP002	Paddle a stand up board in small waves
SISOSUP005	Lead stand up paddle boarding activities on small waves
Group AB Windsurfing
SISCAQU002	Perform basic water rescues
SISOWIN001	Windsurf in smooth water and light wind conditions
SISOWIN002	Lead windsurfing activities in smooth water and light wind conditions
Group AC General electives
ACMHBR310	Prevent and treat equine injury and disease
BSBWOR301	Organise personal work priorities and development
CHCPRT002	Support the rights and safety of children and young people
CHCYTH001	Engage respectfully with young people
FWPFGM3214	Operate a four wheel drive in a towing situation
HLTAID003	Provide first aid
ICTICT203	Operate application software packages
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISOARC001	Lead archery sessions
SISODRV001	Drive AWD/4WD vehicles on unsealed roads
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOSCB002	SCUBA dive from boats
SISOSCB003	SCUBA dive at night
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox
SISXCAI001	Provide equipment for activities
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFAC003	Implement facility maintenance programs
SISXFIN002	Process financial transactions
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXIND002	Maintain sport, fitness and recreation industry knowledge
SISXIND010	Protect children and young people
SITTGDE002	Work as a guide
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTTOP002	Provide outdoor catering
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TAEDEL301	Provide work skill instruction
TLIB2003	Carry out vehicle servicing and maintenance
TLIB2008	Carry out inspection of trailers
TLIB2119	Carry out maintenance of trailers

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS31015 Certificate III in Aquatics and Community Recreation

Modification History

Release	Comments
1.1	Correction to typographical error in unit title for SISXCCS001 Provide quality service.
1.0	Release of SIS Sport, Fitness and Recreation Training Package.

Qualification Description

This qualification reflects the role of individuals who work in aquatic facilities or environments, and recreation facilities. These individuals are competent in a range of activities and functions requiring autonomous work within a defined range of situations and activities.

This qualification provides a pathway to work as a swimming teacher, pool lifeguard, or recreation leader.

Possible job titles include:

swimming teacher

pool lifeguard

recreation leader.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

5 core units

9 elective units, consisting of:

3 units in Group A

remaining units to make up the required 9 elective units from Group A or Group B; maximum of 2 units from elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISXCAI003	Conduct non-instructional sport, fitness or recreation sessions
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXRES002	Educate user groups
Group A – Essential Imported Units
BSBRSK401	Identify risk and apply risk management processes
BSBWOR301	Organise personal work priorities and development
HLTAID003	Provide first aid
SFICOMP205B	Communicate effectively in cross-cultural environments
Group B - General Electives
BSBITU201	Produce simple word processed documents
CHCCDE002	Develop and implement community programs
CHCYTH301E	Work effectively with young people
HLTAID006	Provide advanced first aid
HLTFA211A	Provide basic emergency life support
ICTICT203	Operate application software packages
PUAEME001B	Provide emergency care
PUAEME003C	Administer oxygen in an emergency situation
PUAEME004A	Provide emergency care for suspected spinal injury
PUAOPE010C	Operate an automated external defibrillator in an emergency
SIRXCCS201	Apply point-of-sale handling procedures
SIRXSLS201	Sell products and services
SISCAQU001	Test pool water quality
SISCAQU002	Perform basic water rescues
SISCAQU006	Supervise clients in aquatic locations
SISCAQU007	Perform advanced water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISCAQU009	Instruct clients in water safety and survival skills
SISCAQU010	Instruct swimming strokes
SISCAQU011	Promote development of infants and toddlers in an aquatic environment
SISCAQU012	Assist participants with a disability during aquatic activities
SISCCRO001	Plan and conduct recreation programs for older persons
SISFFIT011	Instruct approved community fitness programs
SISXADM001	Organise and supervise participant travel
SISXCAI001	Provide equipment for activities
SISXCAI006	Facilitate groups
SISXCAI007	Assist with activities not requiring equipment
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFIN001	Develop and review budgets for activities or projects
SISXFIN002	Process financial transactions
SISXHRM001	Recruit and manage volunteers
SISXMGT001	Develop and maintain stakeholder relationships

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40115 Certificate IV in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who work in the sport and recreation industry in an administrative or organisational capacity. These individuals are able to plan, conduct and evaluate activities of others, deal with unpredictable and non-routine situations and provide leadership and guidance to staff.

The qualification provides a pathway to work in a diversity of sport and recreation locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres or sporting organisations and associations.

Possible job titles include:

facility coordinator

administration coordinator

duty manager

recreation coordinator

swim school coordinator

operations coordinator

aquatic operations coordinator.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are not entry requirements for this qualification.

Packaging Rules

17 units must be completed:

10 core units

7 elective units, consisting of:

4 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBRSK401	Identify risk and apply risk management processes
BSBWOR404	Develop work priorities
CHCCCS020	Respond effectively to behaviours of concern
HLTAID003	Provide first aid
HLTWHS003	Maintain work health and safety
SISXCCS003	Address client needs
SISXFIN001	Develop and review budgets for activities or projects
SISXIND004	Analyse participation patterns
SISXIND005	Coordinate work teams or groups
SISXMGT001	Develop and maintain stakeholder relationships
General Electives
BSBFIA301	Maintain financial records
BSBFIA302	Process payroll
BSBFIA304	Maintain a general ledger
BSBGOV401	Implement board member responsibilities
BSBHRM404	Review human resources functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBHRM501	Manage human resource services
BSBPMG522	Undertake project work
BSBSMB407	Manage a small team
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE010	Develop and lead community engagement strategies to enhance participation
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLAH002	Contribute to leisure and health programming
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCYTH001	Engage respectfully with young people
CHCYTH009	Support youth programs
HLTAID006	Provide advanced first aid
ICTICT203	Operate application software packages
PSPPROC414A	Manage contracts
SISCAQU001	Test pool water quality
SISCAQU002	Perform basic water rescues
SISCAQU003	Maintain aquatic facility plant and equipment
SISCAQU004	Develop and implement pool water maintenance procedures
SISCAQU005	Develop and implement aquatic facility maintenance procedures
SISCAQU007	Perform advanced water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISCAQU009	Instruct water safety and survival skills
SISCAQU010	Instruct swimming strokes
SISCAQU011	Promote development of infants and toddlers in an aquatic environment
SISCAQU012	Assist participants with a disability during aquatic activities
SISCAQU013	Coordinate lifeguard service at an aquatic facility
SISCAQU014	Operate self-contained breathing apparatus in an aquatic facility
SISCCRD001	Facilitate community recreation initiatives
SISFFIT011	Instruct approved community fitness programs
SISSSDE503	Develop volunteer management policies
SISXCAI004	Plan and conduct programs
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC003	Implement facility maintenance programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXHRM001	Recruit and manage volunteers
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND006	Conduct sport, fitness or recreation events
SISXRES001	Conduct sustainable work practices in open spaces
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40215 Certificate IV in Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of personal trainers who have specialist skills to train individual clients, or groups of clients, on a one-on-one or group basis, to improve health-related components of fitness in relatively low risk situations. This may include training of older clients and children.

They have a substantial depth of knowledge to plan, conduct and evaluate exercise training; provide leadership and guidance to clients and other staff; and deal with unpredictable situations applying defined guidelines and procedures from the fitness industry and the organisation.

They work independently or with limited guidance from others and use discretion to solve non-routine problems, including monitoring and managing business activities to operate efficiently and profitably.

The qualification does not provide the skills and knowledge for an individual to provide advice or exercise instruction to high risk clients, other than to refer the client to an appropriate medical or allied health professional.

This qualification provides a pathway to work in a diversity of fitness industry businesses including fitness centres, gyms, aquatic facilities, community facilities and in open spaces, where risk management (through risk assessment and hazard control processes) does not already exist.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

Entry to this qualification is open to individuals who hold a current first aid and CPR certificate and have been recognised as competent through a recognised training program or recognition process against the following units of competency:

SISFFIT001	Provide health screening and fitness orientation
SISFFIT002	Recognise and apply exercise considerations for specific populations
SISFFIT003	Instruct fitness programs
SISFFIT004	Incorporate anatomy and physiology principles into fitness programming
SISFFIT005	Provide healthy eating information
SISFFIT006	Conduct fitness appraisals
SISFFIT014	Instruct exercise to older clients
SISXCCS001	Provide quality service

Packaging Rules

20 units must be completed:

12 core units

8 elective units, consisting of:

4 units in Group A

remaining units to make up the required 8 elective units from Group A or Group B; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT013	Instruct exercise to young people aged 13 to 17 years
SISFFIT015	Collaborate with medical and allied health professionals in a fitness context
SISFFIT016	Provide motivation to positively influence exercise behaviour
SISFFIT017	Instruct long-term exercise programs
SISFFIT018	Promote functional movement capacity
SISFFIT019	Incorporate exercise science principles into fitness programming
SISFFIT020	Instruct exercise programs for body composition goals
SISFFIT021	Instruct personal training programs
SISFFIT023	Instruct group personal training programs
SISFFIT025	Recognise the dangers of providing nutrition advice to clients
SISFFIT026	Support healthy eating through the Eat for Health Program
SISXRES001	Conduct sustainable work practices in open spaces
Electives
Group A - Business Electives
BSBSLS408	Present, secure and support sales solutions
BSBSMB401	Establish legal and risk management requirements of small business
BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances
Group B - General Electives
BSBFRA301	Work within a franchise
BSBFRA402	Establish a franchise
BSBFRA403	Manage relationship with franchisor
BSBHRM405	Support the recruitment, selection and induction of staff
BSBPMG522	Undertake project work
BSBSMB306	Plan a home based business
BSBSMB407	Manage a small team
BSBSUS201	Participate in environmentally sustainable work practices
CUFIND401A	Provide services on a freelance basis
HLTWHS003	Maintain work health and safety
ICTICT203	Operate application software packages
SISCAQU012	Assist participants with a disability during aquatic activities
SISFFIT011	Instruct approved community fitness programs
SISFFIT012	Instruct movement programs to children aged 5 to 12 years
SISFFIT022	Instruct aquatic sessions for specific population groups
SISFFIT024	Instruct endurance programs
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs
SISXCAI005	Conduct individualised long-term training programs
SISXCCS002	Coordinate client service activities
SISXCCS003	Address client needs
SISXDIS001	Facilitate inclusion for people with a disability
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct a sport, fitness or recreation event

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40319 Certificate IV in Sport Coaching

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to coach participants up to an advanced level in a specific sport.

This qualification provides a pathway to work in advanced community coaching roles working or volunteering at community-based sport clubs and organisations in the Australian sport industry. Individuals with this qualification possess a range of highly developed coaching and communication skills with sound industry knowledge. They work with independence, taking responsibility for their own functions and outputs.

Possible job titles depend on the specific sport and may include:

Advanced coach

Head coach

Performance coach

Development coach

Senior coach.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

11 units must be completed:

7 core units

4 elective units, consisting of either:

1 unit from Group A or Group B or Group C

at least 2 units from the electives listed in Group E

up to 1 elective unit which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course

or

all the units from Group D

1 unit from the electives below or from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

all Group B electives must be selected for award of the Certificate IV in Sport Coaching (Swimming)

all Group C electives must be selected for award of the Certificate IV in Sport Coaching (Tennis)

all Group D electives must be selected for award of the Certificate IV in Sport Coaching (Equestrian).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification. Electives which appear in italics have prerequisite units of competency

Core units
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS003	Maintain work health and safety
SISSSCO003	Meet participant coaching needs
SISSSCO005	Continuously improve coaching skills and knowledge
SISSSCO015	Prepare participants for sport competition
SISXIND009	Respond to interpersonal conflict
Elective units
Group A: Sport-specific electives
SISSSCO013	Coach sport participants up to an advanced level
Group B: Swimming
SISSSWM002	Coach swimmers up to a high-performance level
Group C: Tennis
SISSTNS002	Coach intermediate players in tennis
Group D: Equestrian
ACMPHR401	Interpret equine behaviour
SISOEQU001	Handle horses
SISSEQS002	Coach unofficial local competition participants in equestrian
Group E: General electives
ACMEQU202	Handle horses safely
ACMEQU205	Apply knowledge of horse behaviour
ACMEQU210	Lunge educated horses
ACMEQU301	Introduce horses to lunge exercise
BSBADM405	Organise meetings
CHCVOL003	Recruit, induct and support volunteers
CHCYTH001	Engage respectfully with young people
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs
SISSSCO006	Implement sport selection policies and procedures
SISSSCO009	Work collaboratively with others in a sport environment
SISSSCO010	Implement sport talent identification programs
SISSSCO016	Coach participants in sport competition
SISSSPT001	Implement sport injury prevention and management strategies
SISXADM001	Organise and supervise participant travel
SISXCAI010	Develop strength and conditioning programs
SISXDIS001	Facilitate inclusion for people with a disability
SISXEMR002	Coordinate emergency responses
SISXFAC003	Implement facility maintenance programs
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct sport, fitness or recreation events
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
TAEDEL404	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40419 Certificate IV in Sport Development

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a career in sport development. Functions for someone with this qualification can include liaising with stakeholder groups to increase the profile of sport, implementing and administering community sports programs, recruiting volunteers and participants and organising sport events.

This qualification provides a pathway to work as sport development officers and coordinators working in community based sport organisations and clubs in the Australian sports industry. Individuals with this qualification possess a range of highly developed communication skills with sound sport industry knowledge. They work with independence, taking responsibility for their own functions and outputs.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

8 core units

6 elective units, consisting of:

at least 4 units from the electives below

up to 2 elective units which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
BSBLED401	Develop teams and individuals
BSBRSK401	Identify risk and apply risk management processes
HLTWHS003	Maintain work health and safety
SISXCAI004	Plan and conduct programs
SISXIND004	Analyse participation patterns
SISXIND006	Conduct sport, fitness or recreation events
SISXMGT001	Develop and maintain stakeholder relationships
SISXIND009	Respond to interpersonal conflict
Elective units
BSBADM405	Organise meetings
CHCCDE007	Develop and provide community projects
CHCVOL003	Recruit, induct and support volunteers
CHCYTH001	Engage respectfully with young people
HLTAID003	Provide first aid
SISSPAR006	Prepare and present athlete sponsorship proposals
SISSSCO009	Work collaboratively with others in a sport environment
SISXADM001	Organise and supervise participant travel
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXEMR002	Coordinate emergency responses
SISXFAC003	Implement facility maintenance programs
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND007	Develop and implement participation strategies
SISXIND010	Protect children and young people
SISXRES002	Educate user groups

Qualification Mapping Information

SIS40612 Certificate IV in Sport Development

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40619 Certificate IV in Outdoor Leadership

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of highly skilled outdoor recreation leaders who lead and supervise dependent participants in recreational activities according to activity plans, which they develop.

These leaders are proficient in recreational activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and significant problems as they arise. While actions are limited by the parameters of plans, policies and procedures, they work with a considerable amount of autonomy.

This qualification reflects the role of leaders who can work at or close to base but often work in remote areas distant from support. Communication systems may be unreliable and assistance from medical and emergency services may not be readily available. They are expected to make high level independent judgements about logistical, technical, safety and emergency response issues.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

27 units must be completed:

12 core units

15 elective units, consisting of:

all the units in any two Groups A to AH

the remaining elective units can be selected from Groups A to AH, Group AI elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units
HLTWHS003	Maintain work health and safety
PUAOPE013	Operate communications systems and equipment
SISOFLD002	Minimise environmental impact
SISOPLN001	Finalise operation of outdoor recreation activities
SISOPLN002	Plan outdoor activity sessions
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISORSC001	Conduct search and rescue
SISXCAI006	Facilitate groups
SISXCCS003	Address client needs
SISXEMR002	Coordinate emergency responses
SISXFAC001	Maintain equipment for activities
Elective units
Group A Abseiling, Natural Surfaces, Single pitch
SISOABS003	Abseil single pitches, natural surfaces
SISOABS006	Establish ropes for single pitch abseiling on natural surfaces
SISOABS009	Lead single pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group B Abseiling, Natural Surfaces, Multi pitch
SISOABS004	Abseil multi pitches, natural surfaces
SISOABS007	Establish ropes for multi pitch abseiling on natural surfaces
SISOABS010	Lead multi pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group C Bushwalking, Difficult Tracked Environments, Rivers
SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments
Group D Bushwalking, Extremely Difficult Tracked and Untracked Environments
SISOBWG003	Bushwalk in extremely difficult tracked and untracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG007	Lead bushwalks in extremely difficult tracked and untracked environments
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
Group E Canyoning, Easy to Intermediate
SISOCAY001	Traverse canyons
SISOCAY002	Abseil in easy to intermediate canyons
SISOCAY004	Establish ropes and belays for abseils in easy to intermediate canyons
SISOCAY006	Lead canyoning activities, easy to intermediate canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
Group F Canyoning, Intermediate to Advanced
SISOCAY001	Traverse canyons
SISOCAY003	Abseil in intermediate to advanced canyons
SISOCAY005	Establish ropes and belays for abseils in intermediate to advanced canyons
SISOCAY007	Lead canyoning activities, intermediate to advanced canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group G Challenge Course, Low elements
SISOABL002	Facilitate adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements
SISOCHC002	Set up and supervise challenge course sessions, low elements
Group H Challenge Course, High elements
SISOABL002	Facilitate adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements
SISOCHC004	Set up and supervise challenge course sessions, high elements
Group I Climbing, Natural Surfaces, Top Rope
SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group J Climbing, Natural Surfaces, Lead, Single Pitch
SISOCLM003	Lead climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM010	Lead single pitch climbing activities on natural surfaces, lead climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group K Climbing, Natural Surfaces, Lead, Multi Pitch
SISOCLM004	Lead climb multi pitches, natural surfaces
SISOCLM007	Establish belays for multi pitch climbing on natural surfaces
SISOCLM011	Lead multi pitch climbing activities on natural surfaces, lead climbing
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group L Canoeing, Moving Water
SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE003	Paddle a canoe on moving water up to grade 1 rivers
SISOCNE005	Lead canoeing activities on inland flatwater
SISOCNE006	Lead canoeing activities on moving water up to grade 1 rivers
SISOFLD006	Navigate in tracked environments
Group M Canoeing, White Water
SISOCNE004	Paddle a canoe on grade 2 rivers
SISOCNE007	Lead canoeing activities on grade 2 rivers
SISOFLD006	Navigate in tracked environments
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
Group N Caving
SISOCVE001	Traverse caves
SISOCVE002	Descend and ascend ladders in caves
SISOCVE003	Abseil single pitches in caves
SISOCVE004	Descend and ascend single ropes in caves
SISOCVE005	Establish ropes, ladders and belays for caving
SISOCVE006	Lead caving activities
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group O Cycle Touring, On Road
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT003	Ride bicycles on roads, up to moderate terrain and heavy traffic
SISOCYT007	Lead cycling activities on roads, up to moderate terrain and heavy traffic
TLIH3002	Plan and navigate routes
Group P Cycle Touring, Off Road Intermediate Trails
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT005	Ride off road bicycles on intermediate trails
SISOCYT009	Lead off road cycling activities on intermediate trails
SISOFLD007	Navigate in difficult tracked environments
Group Q Four Wheel Driving
FWPCOT3260	Recover four wheel drive vehicles
MSS024023	Navigate in urban, regional and remote areas
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIB2003	Carry out vehicle servicing and maintenance
TLIC2025	Operate four wheel drive vehicle
Group R Horse Trail Riding, Untracked
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU004	Ride horses on untracked trail rides
SISOEQU006	Guide horse trail rides in untracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU011	Manage horse illness and injury in remote areas
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
Group S Horse Handling and Riding Instruction
SISOEQU001	Handle horses
SISOEQU007	Instruct horse handling skills
SISOEQU008	Instruct fundamental horse riding skills
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
Group T Horse Care
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU014	Determine nutritional requirements for sport or recreational horses
ACMHBR310	Prevent and treat equine injury and disease
Group U Kayaking, Moving Water
SISOFLD006	Navigate in tracked environments
SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK002	Paddle a kayak on moving water up to grade 1 rivers
SISOKYK005	Lead kayaking activities on inland flatwater
SISOKYK006	Lead kayaking activities on moving water up to grade 1 rivers
Group V Kayaking, White Water, Grade 2 Rivers
SISOFLD006	Navigate in tracked environments
SISOKYK003	Paddle a kayak on grade 2 rivers
SISOKYK007	Lead kayaking activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
Group W Sea Kayaking
SISOFLD005	Navigate waterway courses
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS002	Paddle a sea kayak in sheltered coastal waters
SISOKYS004	Lead sea kayaking activities in enclosed waters
SISOKYS005	Lead sea kayaking activities in sheltered coastal waters
Group X Sea Kayaking, Exposed Waters
MARO003	Transmit and receive information by the global maritime distress and safety system
SISOFLD005	Navigate waterway courses
SISOKYS003	Paddle a sea kayak in exposed coastal waters
SISOKYS006	Lead sea kayaking activities in exposed coastal waters
Group Y Rafting, Grade 3 Rivers
SISOFLD006	Navigate in tracked environments
SISORAF002	Guide a raft on grade 3 rivers
SISORAF005	Lead rafting activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues
Group Z Rafting, Grade 4 Rivers
SISOFLD006	Navigate in tracked environments
SISORAF003	Guide a raft on grade 4 rivers
SISORAF006	Lead rafting activities on grade 4 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues
Group AA Sailing Small Boats
MEM50010	Respond to boating emergencies and incidents
SISOSAI002	Sail small boats in partially smooth water and moderate to fresh wind conditions
SISOSAI003	Sail small boats in open coastal waters and moderate wind conditions
SISOSAI005	Lead sailing activities boats in partially smooth water and moderate to fresh wind conditions
SISOSAI006	Lead sailing activities boats in open coastal waters and moderate wind conditions
Group AB SCUBA Diving
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB004	Navigate prescribed routes underwater
SISOSCB006	Perform diver rescues
SISOSCB010	Lead SCUBA diving activities
Group AC SCUBA Specialist Diving
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB003	SCUBA dive at night
SISOSCB005	Complete underwater search and recovery dives
SISOSCB009	SCUBA dive to depths between 18 and 40 metres
SISOSCB011	Lead specialised SCUBA diving activities
Group AD Ski Touring
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
SISOSKT002	Ski on intermediate cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT005	Lead skiing activities on intermediate cross country terrain
Group AE Surfing, Intermediate
SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres
Group AF Surfing, Advanced
SISORSC007	Perform basic surf rescues
SISOSRF003	Surf waves using advanced manoeuvres
SISOSRF006	Lead surfing activities, advanced manoeuvres
Group AG Stand up Paddle Boarding, Surf
SISORSC007	Perform basic surf rescues
SISOSUP002	Paddle a stand up board in small waves
SISOSUP005	Lead stand up paddle boarding activities on small waves
Group AH Stand up Paddle Boarding Sheltered Coastal Waters
SISOSUP003	Paddle a stand up board in sheltered coastal waters
SISOSUP006	Lead stand up paddle boarding activities in sheltered coastal waters
Group AI General electives
BSBLDR403	Lead team effectiveness
BSBWOR404	Develop work priorities
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCPRT002	Support the rights and safety of children and young people
CHCYTH001	Engage respectfully with young people
CHCYTH004	Respond to critical situations
FWPFGM3214	Operate a four wheel drive in a towing situation
HLTAID003	Provide first aid
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
SISCAQU002	Perform basic water rescues
SISCAQU007	Perform advanced water rescues
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOFLD004	Provide first aid in remote locations
SISOSCB002	SCUBA dive from boats
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXHRM001	Recruit and manage volunteers
SISXIND005	Coordinate work teams or groups
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
SITTGDE002	Work as a guide
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTGDE012	Manage extended touring programs
SITTPPD002	Develop interpretive activities
SITTTOP002	Provide outdoor catering
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TAEASS401	Plan assessment activities and processes
TAEASS402	Assess competence
TAEASS403	Participate in assessment validation
TAEASS502	Design and develop assessment tools
TAEDEL301	Provide work skill instruction
TLIB2008	Carry out inspection of trailers
TLIB2119	Carry out maintenance of trailers

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50115 Diploma of Sport and Recreation Management

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who work in the sport and recreation industry in a management or organisational capacity. These individuals have a high degree of autonomy and manage the effective provision of services or programs in locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres.

Possible job titles include:

competition manager

executive officer

facility manager

program manager

centre manager

assistant centre manager

volunteer coordinator

sports program officer

operations officer.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

20 units must be completed:

13 core units

7 elective units, consisting of:

4 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
AHCBUS506A	Develop and review a business plan
BSBFIM601	Manage finances
BSBHRM405	Support the recruitment, selection and induction of staff
BSBLDR502	Lead and manage effective workplace relationships
BSBMGT517	Manage operational plan
BSBMKG523	Design and develop an integrated marketing communication plan
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
HLTWHS004	Manage work health and safety
SISXCCS002	Coordinate client service activities
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND007	Develop and implement participation strategies
SISXMGT001	Develop and maintain stakeholder relationships
General Electives
BSBADM502	Manage meetings
BSBADM503	Plan and manage conferences
BSBADM504	Plan and implement administrative systems
BSBADM506	Manage business document design and development
BSBFIM501	Manage budgets and financial plans
BSBFIM502	Manage payroll
BSBGOV401	Implement board member responsibilities
BSBHRM501	Manage human resource services
BSBHRM502	Manage human resource management information systems
BSBHRM505	Manage remuneration and employee benefits
BSBHRM506	Manage recruitment, selection and induction processes
BSBHRM507	Manage separation or termination
BSBHRM509	Manage rehabilitation or return to work programs
BSBHRM512	Develop and manage performance management processes
BSBLED502	Manage programs that promote personal effectiveness
BSBMGT502	Manage people performance
BSBMKG501	Identify and evaluate marketing opportunities
BSBMKG502	Establish and adjust the marketing mix
BSBMKG514	Implement and monitor marketing activities
BSBMKG521	Plan and implement sponsorship and event marketing
BSBRKG502	Manage and monitor business or records systems
BSBSUS501	Develop workplace policy and procedures for sustainability
BSBWOR501	Manage personal work priorities and professional development
BSBWRK510	Manage employee relations
CHCCDE002	Develop and implement community programs
CHCDIS005	Develop and provide person-centred service responses
CHCDIV003	Manage and promote diversity
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCPOL002	Develop and implement policy
CHCPRP003	Reflect on and improve own professional practice
CHCVOL004	Manage volunteer workforce development
CHCYTH009	Support youth programs
CHCYTH012	Manage service response to young people in crisis
FNSACC502	Prepare tax documentation for individuals
FNSACC504	Prepare financial reports for corporate entities
FNSACC505	Establish and maintain accounting information systems
FNSACC506	Implement and maintain internal control procedures
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAID006	Provide advanced first aid
ICTICT308	Use advanced features of computer applications
ICTDBS409	Monitor and administer a database
PSPPROC414A	Manage contracts
SIRXINV005A	Control inventory
SIRXINV404	Manage retail merchandise
SIRXSLS406	Manage sales and service delivery
SIRXMER405	Manage store presentation and pricing
SISOODR506A	Evaluate policy for an outdoor organisation
SISSSCO513	Plan and implement high performance training and recovery programs
SISSSDE503	Develop volunteer management policies
SISSSPA505A	Coordinate team or group management
SISSSPA506A	Coordinate team or group administration
SISXFAC003	Implement facility maintenance programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXFAC005	Manage stock supply and purchase
SISXHRM001	Recruit and manage volunteers
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct sport, fitness or recreation events
SISXRES001	Conduct sustainable work practices in open spaces
SITXEVT505	Manage on-site event operations
SITXEVT602	Develop event concepts
SITXEVT603	Determine event feasibility
SITXFIN601	Manage physical assets

Qualification Mapping Information

SIS50712 Diploma of Sport and Recreation Management

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50215 Diploma of Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who perform a range of activities and functions within the fitness industry. These individuals have substantial depth of knowledge to plan, conduct and evaluate advanced exercise programs using principles of program design, and progressed anatomy and physiology knowledge to support delivery of functional, effective and safe exercise programs.

They have specialist skills to independently implement current approaches supported by evidence, and establish strategies for the prevention of recurrence of injury with guidance from medical or allied health professionals where appropriate.

The qualification does not provide the skills and knowledge for an individual to provide advice or exercise instruction to high risk clients, other than to refer the client to an appropriate medical or allied health professional.

This qualification provides a pathway to work in a diversity of fitness industry businesses including fitness centres, gyms, aquatic facilities, community facilities and in open spaces, where risk management (through risk assessment and hazard control processes) does not already exist.

Individuals who specialise in Fitness Service Coordination develop collaborative programs across various health and wellness sectors. They have knowledge of relevant local and national health networks, and the skills to build and maintain stakeholder relationships.

Individuals who specialise in Management manage and support a team of fitness professionals. This involves mentoring staff on business skills and technical skills. These individuals have skills and knowledge in marketing and sales; business analysis; time and financial management; recruiting and retaining personal trainers.

Possible job titles include:

advanced personal trainer

fitness services coordinator

personal training manager.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

Entry to this qualification is open to individuals who hold a current first aid and CPR certificate:

Have achieved a Certificate IV in Fitness; and

Have at least 1 year post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Packaging Rules

18 units must be completed:

5 core units

13 elective units, consisting of:

all units in Groups A or B

remaining units to make up the required 13 elective units from Group A, B or C; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules for each specialisation:

All Group A electives must be selected for award of the Diploma of Fitness (Fitness Service Coordination)

All Group B electives must be selected for award of the Diploma of Fitness (Management).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT027	Conduct health promotion activities
SISFFIT028	Apply evidence-based practice to exercise programs
SISFFIT029	Apply anatomy and physiology to advanced personal training
SISFFIT030	Instruct advanced exercise programs
SISFFIT031	Implement injury prevention strategies
Electives
Group A – Fitness Service Coordination
BSBFIM501	Manage budgets and financial plans
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
CHCCCS007	Develop and implement service programs
CHCCOM002	Use communication skills to build relationships
CHCMGT003	Lead the work team
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
HLTAID006	Provide advanced first aid
HLTPOP402C	Assess readiness for and effect behaviour change
Group B – Management
BSBFIM501	Manage budgets and financial plans
BSBHRM405	Support the recruitment, selection and induction of staff
BSBMGT502	Manage people performance
BSBMKG514	Implement and monitor marketing activities
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
CHCCOM002	Use communication to build relationships
CHCPRP003	Reflect on and improve own professional practice
HLTAID006	Provide advanced first aid
HLTPOP402C	Assess readiness for and effect behaviour change
Group C - General Electives
BSBADM502	Manage meetings
BSBHRM512	Develop and manage performance-management processes
BSBMKG501	Identify and evaluate marketing opportunities
BSBWOR501	Manage personal work priorities and professional development
CHCLAH004	Participate in planning leisure and health programs for clients with complex needs
CHCLAH006	Coordinate planning, implementing and monitoring of health and leisure programs
HLTWHS004	Manage work health and safety
SISCCRD001	Facilitate community recreation initiatives
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs
SISXCCS002	Coordinate client service activities
SISXCCS003	Address client needs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND007	Develop and implement participation strategies
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50319 Diploma of Sport

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a range of roles within the Australian sport industry.

They work or volunteer at community-based sport clubs and organisations in the Australian sport industry.

Individuals with this qualification are involved in the self-directed application of knowledge and skills, and the provision of leadership and support to colleagues. They work autonomously and coordinate and supervise others.

Possible job titles include:

High performance coach

Sport development manager

Talent manager.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

3 core units

11 elective units, consisting of:

at least 9 units from the electives below

up to 2 elective units which can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

all Group A electives must be selected for award of the Diploma of Sport (Coaching)

all Group A and Group B electives must be selected for award of the Diploma of Sport (Golf Professional)

all Group C electives must be selected for award of the Diploma of Sport (Sport Development)

all Group A and Group D electives must be selected for award of the Diploma of Sport (Swimming Coaching)

all Group A and Group E electives must be selected for award of the Diploma of Sport (Equestrian Coaching).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification. Electives which appear in italics have prerequisite units of competency

Core units
BSBRSK501	Manage risk
HLTWHS003	Maintain work health and safety
SITXHRM003	Lead and manage people
Elective units
Group A: Coaching
HLTAID003	Provide first aid
SISSSCO003	Meet participant coaching needs
SISSSCO004	Plan, conduct and review coaching programs
SISSSCO007	Apply sport psychology principles
SISSSCO008	Apply anti-doping policies
SISSSCO011	Manage integrity in sport
Group B: Golf Professional
SISSGLF001	Coach advanced level golfers
SISSGLF004	Fit and alter golf equipment
SISSGLF005	Manage the structure and facilitation of golf competitions and tournaments
SISSGLF006	Participate in high performance golf tournaments
SISSGLF007	Manage on-course golf operations
Group C: Sport Development
BSBADM502	Manage meetings
SISXFIN001	Develop and review budgets for activities or projects
SISXIND008	Manage legal compliance in sport and recreation
SISXMGT001	Develop and maintain stakeholder relationships
Group D: Swimming Coaching
SISSSWM003	Coach swimmers up to an elite level
Group E: Equestrian Coaching
ACMPHR402	Manage horses to meet performance horse sport requirements
ACMPHR403	Evaluate equine training methodologies
ACMPHR505	Manage fitness in performance horses
SISSEQS003	Coach official national competition participants in equestrian
Group F: General electives
ACMPHR503	Evaluate performance horse conformation
BSBCUS501	Manage quality customer service
BSBHRM506	Manage recruitment selection and induction processes
BSBLDR511	Develop and use emotional intelligence
BSBMGT517	Manage operational plan
BSBMKG521	Plan and implement sponsorship and event marketing
CHCVOL004	Manage volunteer workforce development
PSPGEN085	Manage media relationships
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs
SISSSCO010	Implement sport talent identification programs
SISSSCO014	Develop sport coaches
SISSSCO016	Coach participants in sport competition
SISXADM001	Organise and supervise participant travel
SISXCAI005	Conduct individualised long-term training programs
SISXCAI008	Plan, conduct and review training and recovery programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND006	Conduct sport, fitness or recreation events
SISXIND007	Develop and implement participation strategies
SISXIND010	Protect children and young people
SITXMGT003	Manage projects

Qualification Mapping Information

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50419 Diploma of Outdoor Leadership

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of highly skilled senior leaders or program, logistics and operations managers.

Senior leaders lead and supervise dependent participants in recreational activities and have a role in planning these activities. They are highly proficient in activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and significant problems as they arise.

Managers are involved in recreational program planning, implementation and evaluation, facility and equipment management, the leadership of personnel, and the operational management of a department or a small business.

All work with significant autonomy, using initiative and judgement to analyse and solve complex problems, and to design systematic approaches to operational practices.

This qualification provides pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

28 units must be completed:

13 core units

15 elective units, consisting of:

all the units in any two Groups A to AE

the remaining elective units can be selected from Groups A to AE, Group AF, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units
HLTWHS004	Manage work health and safety
PUAOPE013	Operate communications systems and equipment
SISOPLN002	Plan outdoor activity sessions
SISOPLN003	Develop outdoor recreation programs
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISOPLN006	Plan for minimal environmental impact
SISOPLN007	Manage risk for outdoor programs
SISXCAI006	Facilitate groups
SISXCCS002	Coordinate client service activities
SISXEMR002	Coordinate emergency responses
SISXIND005	Coordinate work teams or groups
SISXIND008	Manage legal compliance in sport and recreation
Elective units
Group A Abseiling, Natural Surfaces, Multi pitch
SISOABS004	Abseil multi pitches, natural surfaces
SISOABS007	Establish ropes for multi pitch abseiling on natural surfaces
SISOABS010	Lead multi pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group B Bushwalking, Difficult Tracked Environments, Rivers
SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments
Group C Bushwalking, Extremely Difficult Tracked and Untracked Environments
SISOBWG003	Bushwalk in extremely difficult tracked and untracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG007	Lead bushwalks in extremely difficult tracked and untracked environments
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
Group D Canyoning, Easy to Intermediate
SISOCAY001	Traverse canyons
SISOCAY002	Abseil in easy to intermediate canyons
SISOCAY004	Establish ropes and belays for abseils in easy to intermediate canyons
SISOCAY006	Lead canyoning activities, easy to intermediate canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
Group E Canyoning, Intermediate to Advanced
SISOCAY001	Traverse canyons
SISOCAY003	Abseil in intermediate to advanced canyons
SISOCAY005	Establish ropes and belays for abseils in intermediate to advanced canyons
SISOCAY007	Lead canyoning activities, intermediate to advanced canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group F Challenge Course, Low elements
SISOABL002	Facilitate adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements
SISOCHC002	Set up and supervise challenge course sessions, low elements
SISOCHC005	Manage challenge course
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
Group G Challenge Course, High elements
SISOABL002	Facilitate adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements
SISOCHC004	Set up and supervise challenge course sessions, high elements
SISOCHC005	Manage challenge course
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
Group H Climbing, Natural Surfaces, Top Rope
SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group I Climbing, Natural Surfaces, Lead, Single Pitch
SISOCLM003	Lead climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM010	Lead single pitch climbing activities on natural surfaces, lead climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
Group J Climbing, Natural Surfaces, Lead, Multi Pitch
SISOCLM004	Lead climb multi pitches, natural surfaces
SISOCLM007	Establish belays for multi pitch climbing on natural surfaces
SISOCLM011	Lead multi pitch climbing activities on natural surfaces, lead climbing
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues
Group K Canoeing, Moving Water
SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE003	Paddle a canoe on moving water up to grade 1 rivers
SISOCNE005	Lead canoeing activities on inland flatwater
SISOCNE006	Lead canoeing activities on moving water up to grade 1 rivers
SISOFLD006	Navigate in tracked environments
Group L Canoeing, White Water
SISOCNE004	Paddle a canoe on grade 2 rivers
SISOCNE007	Lead canoeing activities on grade 2 rivers
SISOFLD006	Navigate in tracked environments
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
Group M Cycle Touring, On Road
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT003	Ride bicycles on roads, up to moderate terrain and heavy traffic
SISOCYT007	Lead cycling activities on roads, up to moderate terrain and heavy traffic
TLIH3002	Plan and navigate routes
Group N Cycle Touring, Off Road Intermediate Trails
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT005	Ride off road bicycles on intermediate trails
SISOCYT009	Lead off road cycling activities on intermediate trails
SISOFLD007	Navigate in difficult tracked environments
Group O Four Wheel Driving
FWPCOT3260	Recover four wheel drive vehicles
FWPFGM3214	Operate a four wheel drive in a towing situation
MSS024023	Navigate in urban, regional and remote areas
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIB2003	Carry out vehicle servicing and maintenance
TLIC2025	Operate four wheel drive vehicle
Group P Horse Trail Riding, Untracked
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU004	Ride horses on untracked trail rides
SISOEQU006	Guide horse trail rides in untracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU011	Manage horse illness and injury in remote areas
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
Group Q Horse Handling and Riding Instruction, Advanced
SISOEQU001	Handle horses
SISOEQU007	Instruct horse handling skills
SISOEQU008	Instruct fundamental horse riding skills
SISOEQU009	Instruct the advancement of recreational horse riding skills
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
Group R Horse Care
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU014	Determine nutritional requirements for sport or recreational horses
ACMHBR310	Prevent and treat equine injury and disease
Group S Horse Management
SISOEQU001	Handle horses
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs
Group T Kayaking, Moving Water
SISOFLD006	Navigate in tracked environments
SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK002	Paddle a kayak on moving water up to grade 1 rivers
SISOKYK005	Lead kayaking activities on inland flatwater
SISOKYK006	Lead kayaking activities on moving water up to grade 1 rivers
Group U Kayaking, White Water, Grade 2 Rivers
SISOFLD006	Navigate in tracked environments
SISOKYK003	Paddle a kayak on grade 2 rivers
SISOKYK007	Lead kayaking activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
Group V Kayaking, White Water, Grade 3 Rivers
SISOFLD006	Navigate in tracked environments
SISOKYK004	Paddle a kayak on grade 3 rivers
SISOKYK008	Lead kayaking activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues
Group W Sea Kayaking
SISOFLD005	Navigate waterway courses
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS002	Paddle a sea kayak in sheltered coastal waters
SISOKYS004	Lead sea kayaking activities in enclosed waters
SISOKYS005	Lead sea kayaking activities in sheltered coastal waters
Group X Sea Kayaking, Exposed Waters
MARO003	Transmit and receive information by the global maritime distress and safety system
SISOFLD005	Navigate waterway courses
SISOKYS003	Paddle a sea kayak in exposed coastal waters
SISOKYS006	Lead sea kayaking activities in exposed coastal waters
Group Y Rafting, Grade 3 Rivers
SISOFLD006	Navigate in tracked environments
SISORAF002	Guide a raft on grade 3 rivers
SISORAF005	Lead rafting activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues
Group Z Rafting, Grade 4 Rivers
SISOFLD006	Navigate in tracked environments
SISORAF003	Guide a raft on grade 4 rivers
SISORAF006	Lead rafting activities on grade 4 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues
Group AA SCUBA Dive using Enriched Air Nitrox
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox
Group AB SCUBA Specialist Dives
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB003	SCUBA dive at night
SISOSCB005	Complete underwater search and recovery dives
SISOSCB009	SCUBA dive to depths between 18 and 40 metres
SISOSCB011	Lead specialised SCUBA diving activities
Group AC Ski Touring
SISOFLD008	Navigate in extremely difficult tracked and untracked environments
SISOSKT002	Ski on intermediate cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT005	Lead skiing activities on intermediate cross country terrain
Group AD Surfing, Intermediate
SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres
Group AE Surfing, Advanced
SISORSC007	Perform basic surf rescues
SISOSRF003	Surf waves using advanced manoeuvres
SISOSRF006	Lead surfing activities, advanced manoeuvres
Group AF General electives
ACMPHR407	Implement an equine facility maintenance, improvement and management program
BSBCRT301	Develop and extend critical and creative thinking skills
BSBHRM501	Manage human resource services
BSBLDR511	Develop and use emotional intelligence
BSBMGT622	Manage resources
BSBMKG507	Interpret market trends and developments
BSBWOR501	Manage personal work priorities and professional development
BSBWOR502	Lead and manage team effectiveness
CHCCCS019	Recognise and respond to crisis situations
CHCCDE002	Develop and implement community programs
CHCGRP002	Plan and conduct group activities
CHCPRT002	Support the rights and safety of children and young people
CHCVOL004	Manage volunteer workforce development
CHCYTH001	Engage respectfully with young people
CHCYTH004	Respond to critical situations
CHCYTH005	Develop and implement procedures to enable young people to address their needs
FNSORG501	Develop and manage a budget
HLTAID003	Provide first aid
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISCAQU002	Perform basic water rescues
SISCAQU007	Perform advanced water rescues
SISOABL003	Design adventure-based learning programs
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOFLD004	Provide first aid in remote locations
SISORSC001	Conduct search and rescue
SISOSCB002	SCUBA dive from boats
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC005	Manage stock supply and purchase
SISXHRM001	Recruit and manage volunteers
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES001	Conduct sustainable work practices in open spaces
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTGDE012	Manage extended touring programs
SITTPPD002	Develop interpretive activities
SITTPPD008	Develop tourism products
SITTPPD009	Develop environmentally sustainable tourism operations
SITTPPD010	Develop culturally appropriate tourism operations
TAEASS401	Plan assessment activities and processes
TAEASS402	Assess competence
TAEASS403	Participate in assessment validation
TAEASS502	Design and develop assessment tools
TAEDEL301	Provide work skill instruction
TAEDEL404	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL001 Lead adventure-based learning activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead adventure-based learning activities in situations where the overall responsibility for the session or program rests with a more experienced facilitator.

It requires the ability to interpret activity requirements, assist with participant goal setting, briefing and debriefing, and to interact with participants for effective learning outcomes.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to those who work as assistant facilitators under supervision and according to guidance provided by adventure-based learning facilitators. They may work alongside the lead facilitator or have access to a supervisor for instructions when needed.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure Based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm details for activity.	1.1. Discuss, with activity lead facilitator or supervisor, participant characteristics, abilities and learning needs. 1.2. Confirm, with lead facilitator or supervisor, program plan, objectives, learning outcomes, session plans and facilitation techniques. 1.3. Determine individual roles, tasks and responsibilities. 1.4. Confirm activity safety and emergency response procedures to ensure compliance of self and participants during activities.
2. Prepare participants.	2.1. Participate in individual and group discussions to assist participants set realistic goals for activities in line with session learning outcomes. 2.2. Discuss and determine, with participants, potential individual and group guidelines for their action and behaviour. 2.3. Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
3. Facilitate session activities.	3.1. Respond to participant queries about activity requirements and techniques to engender trust and participant confidence. 3.2. Motivate and encourage participants to keep them engaged and challenged. 3.3. Observe individual actions and group interaction and provide constructive feedback throughout session. 3.4. Encourage cooperation between individual group members. 3.5. Monitor and maintain compliance with safety procedures and agreed individual and group guidelines. 3.6. Assist participants facing physical or emotional difficulties and report any emerging issues related to group interaction and safety.
4. Participate in activity debrief and evaluation	4.1. Participate in individual and group discussions to assist participants identify achievement of goals. 4.2. Assist participants to formulate ideas for transferring learning. 4.3. Debrief with team members to identify successes, problems and difficulties. 4.4. Review own performance and discuss how to improve.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex information about participant characteristics, session plans and objectives.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ level of engagement and comfort with challenges.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of facilitators to deliver effective outcomes for participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL001 Lead adventure-based learning activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three different adventure-based learning sessions for a group of participants according to predetermined session plans

during each session consistently:

work within role boundaries and responsibilities, and follow any directions provided by lead facilitator or supervisor

communicate clearly and positively with participants to assist with motivation, group cohesion and trust

monitor and maintain participant adherence to safety procedures

after each session, assist in facilitating a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to respond to a total of three incidents involving the physical and emotional safety of participants during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for activity sessions

role boundaries and responsibilities of assistant facilitators, lead facilitators or supervisors for adventure-based learning activities

definitions of experiential learning and adventure-based learning and how these are similar in principle and practice

basic principles and theories of the transfer of learning from one context to others

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

at a fundamental level of understanding, principles and theories of group formation and stages of group development

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

elicit ideas and feedback

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at early stage of escalation

format and inclusions of program and session plans.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants whom the individual leads

adventure-based facilitators who supervise the candidate; these can be:

lead facilitators or supervisors in an industry workplace, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit involving responses to the physical and emotional safety of participants during activities

activity and personal protective equipment specific to the particular type of recreation activity

program and session plans

organisational safety and emergency response procedures for activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an adventure-based learning facilitator; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL002 Facilitate adventure-based learning activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate learning through adventure activities according to a pre-designed adventure based learning program which might be self-developed or developed by others. It requires the ability to adjust program content and manage all learning activities to encourage participant engagement.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to adventured-based learning facilitators who work independently using discretion and judgement to manage learning activities, risk, and any significant problems when they arise.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure Based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for program delivery.	1.1. Identify, from program plans, participant characteristics, learning needs and any barriers to learning. 1.2. Interpret program plan, objectives, learning outcomes, session plans and facilitation techniques. 1.3. Refine learning activities according to needs of individual participants, within scope of responsibility or refer for authorisation.
2. Prepare participants.	2.1. Advise participants on how learning during activities can transfer to life and work circumstances. 2.2. Guide and support participants to set realistic individual and group goals consistent with activity learning outcomes. 2.3. Negotiate individual and group guidelines to inform participant action and behaviour. 2.4. Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
3. Manage adventure-based learning activities.	3.1. Communicate activity instructions and ideas clearly and constructively to engender participant confidence. 3.2. Encourage questions and advice before and during activity and provide ongoing feedback. 3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety. 3.4. Reinforce the value of individual differences to stimulate and encourage contribution, cooperation and collaboration. 3.5. Implement strategies which develop trust between individuals within the group and with leaders. 3.6. Monitor and maintain compliance with agreed individual and group guidelines. 3.7. Monitor individual and group progression throughout activities. 3.8. Re-evaluate participant needs and session outcomes; modify activities to ensure participant engagement and challenge.
4. Manage participant safety and well-being during activities.	4.1. Monitor activity conditions, hazards and the physical and emotional safety of individuals and the group. 4.2. Respond immediately to adverse participant reactions and hazardous situations. 4.3. Complete ongoing risk assessments to minimise distress or injury to participants and others. 4.4. Amend activities if risk is unacceptable; cease activities when required.
5. Debrief with participants.	5.1. Encourage participants to identify achievement of individual and group goals. 5.2. Provide constructive feedback on individual actions and group interaction, and collaboratively evaluate individual and group outcomes. 5.3. Facilitate individuals and group to identify how learning can be transferred, and their future learning needs. 5.4. Use a suitable facilitation activity to develop personal and group action plans.
6. Evaluate learning sessions.	6.1. Debrief with team members to identify successes, problems and difficulties. 6.2. Evaluate feedback from participants on their challenges and achievements. 6.3. Self-evaluate sessions against learning objectives achieved, own performance, and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics, learning programs and session plans.
Writing skills to:	refine session plans incorporating correct terminology and jargon for activities and experiential facilitation techniques.
Oral communications skills to:	provide information to participants about conceptual ideas using language and terms easily understood.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of facilitators to deliver effective outcomes for participants.
Planning and organising skills to:	manage own timing and that of participants to complete sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL002 Facilitate adventure-based learning activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate three different adventured-based learning sessions for a group of participants according to predetermined program and session plans

during each session consistently:

monitor individual and group progression

monitor and maintain group cohesion

manage participant adherence to safety procedures

across the three sessions, collectively use four different experiential facilitation techniques to be chosen from the following list:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit participant capabilities and responses

manage a total of three incidents involving the physical and emotional safety of participants during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles and theories of experiential learning in the context of adventure-based learning:

the transfer of learning from one context to others

sequencing of activities to achieve effective staged learning outcomes

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

key features and phases of different adventure-based experiential learning models:

linear

cyclical

spiral

nested loop

key principles and theories of a range of facilitation techniques used in adventure-based learning activities:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for each of the above techniques:

advantages, disadvantages and limitations

appropriateness for a range of ages, learning needs and learning abilities

ethical issues related to their use

principles and theories of group formation and stages of group development

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

format and inclusions of program and session plans

methods and tools used to monitor individual and group development during programs.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants whom the individual facilitates

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications to meet participant needs

managing incidents involving the physical and emotional safety of participants during activities

activity and personal protective equipment specific to the particular type of recreation activity

program and session plans.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an adventure-based learning facilitator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL003 Design adventure-based learning programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to design adventure-based learning programs to meet the objectives and learning needs of participants and enhance their learning opportunities.

Programs may be developed for general consumer groups but would generally be customised to the needs of a particular client group.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program managers and senior facilitators and leaders who may also deliver the program.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure-based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify program objectives and learning needs of participant groups	1.1. Identify and analyse program objectives and learning needs of different consumer markets. 1.2. Consult with clients to determine program budget, objectives and special learning requirements for particular client groups. 1.3. Discuss and determine complex learning needs of participants and known barriers to learning. 1.4. Identify characteristics and abilities of participants that affect participation in recreational activities.
2. Design the structure and content of the program.	2.1. Consult with external service providers, as required, to assist with design of programs to meet special needs of participants. 2.2. Select an adventure-based learning model to meet participant needs, and determine phases to allow for progression and transfer of learning. 2.3. Determine and document learning outcomes according to identified learning objectives and needs. 2.4. Select suitable recreational activities and environments in line with learning outcomes, and participant abilities. 2.5. Program a sequence of activities to provide effective staged achievement of learning outcomes. 2.6. Select facilitation techniques suitable for learning outcomes, participant needs and the stages of group development. 2.7. Develop and document session plans for each stage of the program. 2.8. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.9. Document and present final program within client and organisational budgetary constraints for approval by relevant personnel and or clients.
3. Evaluate effectiveness of the program.	3.1. Develop methods and tools to monitor individual and group development during programs. 3.2. Liaise with delivery personnel throughout program operation to identify successes, problems and difficulties. 3.3. Obtain and evaluate feedback from delivery personnel, client groups and participants. 3.4. Evaluate program according consultation with others. 3.5. Modify and continuously improve current and future programs according to feedback and program evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document comprehensive adventure-based learning programs using language easily understood by clients and all staff prepare detailed session plans incorporating correct terminology and jargon for activities and experiential facilitation techniques.
Self-management skills to:	take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of program to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL003 Design adventure-based learning programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

design and document two different adventured-based learning programs tailored to the particular needs of two different types of participant groups

for each of the above programs, develop and document at least three sequential session plans

across the two planned programs, collectively incorporate the use of four different experiential facilitation techniques to be chosen from the following list:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for one of the above programs, utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel and participants

modify aspects of the program according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

common program objectives and learning needs of different key consumer markets for adventure-based learning programs:

corporate clients

school and other education groups

people with disability

youth at risk

offenders

types of external service providers and how they can assist with identifying individual and group learning needs and barriers to learning:

counsellors

therapists

specialist teachers

human resource officers

how characteristics of participants affect the choice of recreational activities and experiential program design:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

learning objectives

complex learning needs and barriers to learning

principles and theories of experiential learning in the context of adventure-based learning:

the transfer of learning from one context to others

sequencing of activities to achieve effective staged learning outcomes

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

key features and phases of different adventure-based experiential learning models:

linear

cyclical

spiral

nested loop

key principles and theories of a range of facilitation techniques used in adventure-based learning activities:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for each of the above techniques:

advantages, disadvantages and limitations

appropriateness for a range of ages, learning needs and learning abilities

ethical issues related to their use

format and inclusions of program and session plans

methods and tools used to monitor individual and group development during programs.

Assessment Conditions

Assessment must ensure use of:

clients, external service providers and team members with whom the individual interacts; these can be:

clients, external service providers and team members in an industry workplace, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to evaluating program feedback and modifying programs

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

learning objectives

complex learning needs and barriers to learning

template:

adventure-based learning program plans

session plans

organisational policies and procedures for completing risk assessments.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing adventure-based learning programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS001 Abseil single pitches using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches at a fundamental skill level and to belay other abseilers.

It applies to assistant leaders and support staff who use these skills when assisting with the delivery of recreational abseiling activities for groups of participants. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Discuss and identify, with supervising leader, position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system and check with supervising leader. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent.
3. Belay abseilers under supervision.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation, and seek leader’s assistance to allow abseiler to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	estimate load on ropes to determine appropriate tension for abseiling and belaying.
Teamwork skills to:	cooperatively work with supervising leader to take direction.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS001 Abseil single pitches using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete a total of four single pitch abseils with a belayer on at least two different pitches

during each of the above abseils, consistently:

follow supervising leader’s direction

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

belay abseilers according to safety procedures, and complete the following:

two top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls with assistance from supervising leader.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types

operational function of abseiling equipment:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices

belay systems

belay devices

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture

techniques for belaying others during abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls and working with supervising leader to allow abseiler to continue

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for single pitch abseiling, and techniques used to safely negotiate these:

falling objects and gear

abrasion points

sharp edges or fittings and fixtures

ledges

slippery or unstable terrain

tangled rope.

Assessment Conditions

Skills may be demonstrated on indoor or outdoor single pitches and on either natural or artificial surfaces or a combination of both. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

activity leaders, guides or instructors, who supervise the candidate

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial, naturally occurring or artificial removable anchors for natural surface abseils

established anchors for an artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS002 Abseil single pitches, artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches on artificial surfaces which can be fixed or portable structures found in indoor or outdoor environments. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these when skills leading participants during abseiling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of artificial features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during single pitch descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during single pitch descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS002 Abseil single pitches, artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils on artificial pitches:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on artificial surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on artificial surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for descents on artificial surfaces to include those for:

walking backwards

self-belayed descents

techniques for belaying others during abseils on artificial surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch abseiling on artificial surfaces and structures, and techniques used to safely negotiate these:

sharp or protruding fittings and fixtures

surface irregularities

ledges

tangled rope

falling objects

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to artificial abseiling surfaces and structures when abseiling.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where recreational single pitch abseils are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS003 Abseil single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches on natural surfaces such as cliff faces. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during abseiling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during single pitch descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during single pitch descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS003 Abseil single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils on at least two different natural pitches:

a total of four descents with a belayer

a total of two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on natural surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for descents on natural surfaces to include those for:

walking backwards

self-belayed descents

techniques for belaying others during abseils on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for single pitch abseiling on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to abseiling surfaces in natural environments when abseiling.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational single pitch abseils are completed on natural surfaces. Pitches can feature:

undercut edges

low angled anchors

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS004 Abseil multi pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil multi pitches on natural surfaces such as cliff face and cave pitches. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during abseiling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using multi pitch descent techniques.	2.1. Use safety procedures at top of and throughout all descents to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents to each station. 2.3. Safely approach, avoid or negotiate hazards to descend to stations in a controlled manner. 2.4. Maintain effective communication with belayer throughout all descents. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Change over safely at belay stations.	3.1. Maintain continuous attachment to anchor points, traverse line or belay system. 3.2. Changeover personal equipment from one rope system to another at belay stations, tie suitable knots and handle ropes without entanglement. 3.3. Complete safety checks prior to loading belay system and before completing subsequent descents.
4. Belay abseilers during multi pitch descents.	4.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 4.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 4.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 4.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 4.5. Arrest falls promptly using technique suitable to belaying device and situation. 4.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
5. Self-belay during multi pitch descents.	5.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 5.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 5.3. Control self-belay system to execute safe and controlled descents. 5.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS004 Abseil multi pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following multi pitch abseils on at least two different routes:

a total of four descents with a belayer

a total of three self-belayed descents with one of those descents as last person down using a doubled rope descent

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on natural surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for multi pitch descents on natural surfaces to include those for:

walking backwards

self-belayed descents

changing over at re-belays and using personal attachment system

self-belayed descent as last person down, doubled rope

techniques for belaying others during abseils on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for multi pitch abseiling on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rope catches or jams on natural features

abseiling past a belay station

limited space at belay station

uneven landing at belay station

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to abseiling surfaces in natural environments when abseiling.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational multi pitch abseils are completed on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling, climbing or caving helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for single pitch recreational abseils on artificial surfaces. It requires the ability to select the abseil route and to select and utilise fixed anchors. Artificial surfaces can be fixed or portable structures and rigging can be for indoor or outdoor environments.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, conditions and participant. 1.4. Choose a belay device suitable for the artificial surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for artificial surface abseils.	2.1. Select anchors and assess condition, including performance under likely load. 2.2. Set up belay systems using existing fixed anchors. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for artificial surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient ascent and descent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Select and tie knots suitable for system type established. 3.4. Minimise risk of cross loading and mis-alignment of carabiners. 3.5. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.6. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseils on artificial surfaces for three different pitches

collectively set up the following types of systems:

single rope

releasable abseil line

top rope top belay

bottom brake belay

self-belay

collectively select and use at least three different types of anchors

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for artificial surfaces:

season of operation, weather and environmental conditions for outdoor abseils

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

hazards specific to abseiling on artificial surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors applicable to fixed or portable artificial abseiling structures:

bolts

chains

bollards

eyelets

U bolts

beams

poles

wire cables

single point anchors, multi-point anchors, angles and limiting knots

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on artificial surfaces:

abseiling and belay systems for:

single rope

releasable abseil line

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions for outdoor abseils on artificial surfaces

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where rigging is completed for recreational single pitch abseils on artificial surfaces. These can include fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS006 Establish ropes for single pitch abseiling on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for single pitch recreational abseils on natural surfaces, such as cliff faces, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface abseils.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for natural surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Select and tie knots suitable for system type established. 3.4. Minimise risk of cross loading and mis-alignment of carabiners. 3.5. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.6. Rig to minimise impact on the natural environment. 3.7. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS006 Establish ropes for single pitch abseiling on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseils at three different natural pitches

collectively set up the following types of systems:

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for natural surfaces including:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for abseiling on natural surfaces including:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on natural surfaces:

abseiling and belay systems for:

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils on natural surfaces including cliff faces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational single pitch abseils on natural surfaces. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for multi pitch recreational abseils on natural surfaces, such as cliff face and cave pitches, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface abseils.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for natural surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for multi pitch abseils at three different natural pitches

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for natural surfaces

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for abseiling on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on natural surfaces:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational multi pitch abseils on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling, climbing or caving helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS008 Lead single pitch abseiling activities on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch abseil activities on artificial surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for artificial surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch abseiling and belaying techniques for artificial surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch abseiling activities on artificial surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch abseiling activities on artificial surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS008 Lead single pitch abseiling activities on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch abseiling sessions, for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch abseiling activities on artificial surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

incidents that can occur during abseils, and rescue techniques used to resolve, both direct and indirect techniques

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where recreational single pitch abseils are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS009 Lead single pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch abseiling activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch abseiling and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch abseiling activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch abseiling activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS009 Lead single pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch abseiling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch abseiling activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational single pitch abseils are completed on natural surfaces. Pitches can feature:

undercut edges

low angled anchors

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS010 Lead multi pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during multipitch abseil activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct multipitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in multipitch abseiling skills on which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate multipitch abseiling and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise multi pitch abseiling activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during multi pitch abseiling activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS010 Lead multi pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three multi pitch abseiling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to multi pitch abseiling activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational multi pitch abseils are completed on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOARC001 Lead archery sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise participants during recreational target archery sessions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk and routine problems within predetermined guidelines. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Archery

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate archery technique.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain appropriate stance and techniques for shooting arrows and the removal of arrows from the ground and target. 2.6. Engage participants in a sequence of activities to warm up and practice archery technique. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise archery activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Provide clear and accurate instructions and or demonstrations throughout the session. 3.3. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.5. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during archery activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults, and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Numeracy skills to:	complete basic cumulative additions to calculate scores.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOARC001 Lead archery sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three recreational archery sessions for a group of participants according to predetermined activity plans

during each session, consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for archery activity sessions

suitable clothing and footwear for archery sessions

purpose, features, and correct fit for safety, of personal protective equipment for archery participants to include:

eye protection

armguards

finger tabs

shooting gloves

features, functions and operation of equipment used for target archery, advantages and disadvantages of different types:

bows

strings

arrows

quivers

stands

targets

how characteristics of participants affect the selection of archery equipment, including personal protective equipment:

age, size and weight

current experience archery and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

features of different types or archery ranges, and how these are laid out and marked for safety of play

typical hazards and associated risks for archery, and techniques used to safely manage these:

poor archer technique including high draw, drawing out of line and exerting draw weight beyond capability

archer encroaching the allocated area of another archer

archer encroaching safety zones

exposure to heavy rain, hail, lightning, strong winds, extreme heat

roles and responsibilities of activity leaders during archery sessions

communication protocols used between participants and leaders during archery activities to include:

calls

hand signals

whistles

radio

appropriate stance for shooting arrows

correct positioning of bow arm and drawing arm

techniques for:

knocking the arrow

pre-draw and drawing the bow

anchor positioning

holding and aiming

releasing

following through

relaxing and recovery

removing arrows from the ground and the target

different techniques used to demonstrate archery technique to participants

appropriateness of different demonstration techniques for a range of ages and capabilities

step by step process followed when using the I.D.E.A demonstration technique:

introduce

demonstrate

explain

apply

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

a range of warm-up and practice exercises suitable for archery sessions

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation.

Assessment Conditions

Skills must be demonstrated in an indoor venue or outdoor area with a safe and even surface, marked shooting lines and designated target lanes.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

eye protection

armguards

finger tabs

shooting gloves

archery equipment:

bows

strings

arrows

quivers

stands

targets

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for archery activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an archery activities leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG001 Bushwalk in tracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides skills to walk on formed earthen tracks which generally have modified hardened or compacted surfaces. Some surfaces could be unstable with some natural obstacles such as roots, rocks and small logs. Steps and short steep slopes may be featured.

Tracks have signage at the track head, with route markers at intersections and where the track becomes less distinct. Tracks are reliably marked on maps and, along with signage, walkers do not require any specialist navigation skills to complete the track. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grades 2 to 3.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans, maps and track head signage to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in tracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make adjustments to route according to track and environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles, steps and slopes.	3.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on stretches of unstable track surface. 3.3. Utilise techniques and control pace to ascend and descend steps and short steep slopes. 3.4. Monitor own fatigue, adjust pace, food and water intake, and take breaks while maintaining contact with party members. 3.5. Monitor and regulate own body temperature by adding or removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps and track signage interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and slope gradients from maps and track signage.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG001 Bushwalk in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, each on a different track

for one of the above activities, walk at least five kilometres

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 2 and 3 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of footwear suitable for walking in tracked environments; advantages and disadvantages of different types

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to lift and carry backpacks of various weights

communication protocols for group walks in tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

keeping weight over feet, not leaning into the slope

techniques used to descend steps and slopes:

placing toes against projections to avoid overstriding

placing toes on available objects to reduce fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

typical hazards for walking in tracked environments, and techniques used to safely negotiate these:

roots

rocks

small logs

slippery or unstable track surface

overhanging vegetation

minor water crossings

hazardous flora and fauna in the region

temperature extremes

exposure to storms, heavy rain, hail and strong winds

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in tracked environments. Tracks must feature the following:

be formed earthen tracks which have modified hardened or compacted surfaces

have some surfaces which are unstable with some natural obstacles such as roots, rocks and small logs

have steps and short steep slopes

have signage at the track head, with route markers at intersections and en route

be reliably marked on maps.

If in an alpine region, assessment can only be completed in weather conditions where no snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water for duration of assessment

portable shelter/tarp

clothing and footwear suitable for the conditions

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG002 Bushwalk in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides the skills to walk on generally distinct tracks but without major modification to the ground. Surfaces are likely to be unstable with many natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and water crossings. Long steep sections and arduous climbs may be featured.

Tracks have signage at the track head and have route markers but provide limited signage en route. Tracks may be indistinct is some places. Tracks marked on maps may be unreliable requiring walkers to use navigation skills and equipment to complete the track. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 4.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans, maps and track head signage to assist with navigation. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in difficult tracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make adjustments to route according to track and environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles and steep, slopes.	3.1. Safely approach, and negotiate constant obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on consistently uneven and unstable track surface. 3.3. Utilise techniques and control pace to ascend and descend long steep slopes. 3.4. Monitor own fatigue, adjust pace, food and water intake and take breaks while maintaining contact with party members. 3.5. Monitor and regulate own body temperature by adding and removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar information on maps and track head signage interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and slope gradients from maps and track head signage.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG002 Bushwalk in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, including at least one lasting for a minimum of two days

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 4 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective fabrics/materials, design and construction features of waterproof gear

footwear suitable for walking in difficult tracked environments; advantages and disadvantages of different types

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to lift and carry backpacks of various weights

communication protocols for group walks in difficult tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend long steep slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

keeping weight over feet, not leaning into slope

techniques used to descend long steep slopes:

placing toes against projections to avoid overstriding and fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

typical hazards for walking in difficult tracked environments, and techniques used to safely negotiate these:

roots

rocks

fallen tree logs

unstable track surface: slippery, rocky or loose tread

dense and overhanging vegetation

water crossings

hazardous flora and fauna

temperature extremes

exposure to storms, heavy rain, hail and strong winds

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in difficult tracked environments. Tracks must feature the following:

be generally distinct tracks but without major modification to the ground; some parts of the track can be indistinct

have surfaces that are generally unstable with many natural obstacles such as rocky or loose tread, roots, rocks and fallen tree logs

have steep sections and arduous climbs

have signage at the track head, with route markers but limited signage en route

be marked on maps.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water, tents, camping supplies as required for the duration of assessment

clothing and footwear suitable for the conditions

compasses

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides the skills to walk in untracked areas and on rough unformed tracks with no modification to the natural surface. Surfaces will be variable and challenging with prolonged unstable sections. Tracks and untracked areas will feature constant and unpredictable natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs, dense vegetation and water crossings. Long steep sections and very arduous climbs may be featured.

Tracks and untracked areas generally have no signage or route markers at any point. Tracks marked on maps may be very unreliable requiring walkers to use navigation skills and equipment to complete the walk. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 5.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans and maps to assist with navigation, and confirm contingency routes and emergency escapes. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in extremely difficult tracked or untracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make required adjustments to route according to track or environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles and arduous climbs.	3.1. Safely approach, and negotiate constant and unpredictable obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on prolonged sections of uneven and unstable surface. 3.3. Utilise techniques and control pace to ascend and descend prolonged steep slopes. 3.4. Set up and use a handline to negotiate steep slopes. 3.5. Manage movement of equipment using pack hauls, raises and lowers. 3.6. Monitor own fatigue, adjust pace, food and water intake and take breaks while maintaining contact with party members. 3.7. Monitor and regulate own body temperature by adding of removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret maps and other information to calculate numerical data involving distances, times and slope gradients.
Problem-solving skills to:	resolve significant problems associated with indistinct tracks and environmental conditions adjustments, constant hazards, and fatigue.
Planning and organising skills to:	manage own timing and plan route adjustments in the field to complete activities within planned timeframes.
Self-management skills to:	critically evaluate all circumstances encountered and take responsibility to manage own safety.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, including one lasting for a minimum of three days

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

using walking aids and ropes as handlines

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

using walking aids and ropes as handlines

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 5 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective fabrics/materials, design and construction features of waterproof gear and walking boots suitable for walking in extremely difficult tracked environments

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to:

lift and carry backpacks of various weights

haul backpacks to negotiate hazards

communication protocols for group walks in extremely difficult tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend prolonged steep slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

keeping weight over feet, not leaning into the slope

using walking aids and ropes as handlines

techniques used to descend prolonged steep slopes:

placing toes against projections to avoid overstriding and fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

using walking aids and ropes as handlines

factors that affect the selection of tie-off points and anchors for handlines, knots and how to tie them

typical hazards for walking in extremely difficult tracked environments, and techniques used to safely negotiate these:

roots

rocks

fallen tree logs

unstable track surface: slippery, rocky or loose tread

dense and overhanging vegetation

water crossings

hazardous flora and fauna

temperature extremes

exposure to storms, heavy rain, hail and strong wind

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the environmental terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in extremely difficult tracked or untracked environments. Tracks and environments must feature the following:

be rough unformed tracks with no modification to the natural surface

have surfaces that are variable and challenging with prolonged unstable sections

have constant natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and dense vegetation

have steep sections and very arduous climbs

have no signage or route markers at any point.

If in an alpine region, assessment can occur if ground is covered by snow.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water, tents and camping supplies as required for the duration of assessment

clothing and footwear suitable for the conditions

compasses

rope for handlines

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG004 Cross rivers during bushwalks

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select suitable locations and methods to cross rivers during bushwalking activities. It requires the ability to use a range of river crossing methods in flat and moving water up to grade 2.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants where crossing rivers is required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to cross river.	1.1. Scout the river to identify features, hazards and obstacles. 1.2. Assess risk and select a safe and suitable crossing point. 1.3. Evaluate conditions and select suitable method to cross river. 1.4. Confirm organisational safety and emergency response procedures to ensure compliance during activities. 1.5. Waterproof contents of back pack.
2. Cross rivers using techniques appropriate to conditions.	2.1. Set a ferry angle to negotiate currents and enter the river safely. 2.2. Use appropriate body position and defensive swimming techniques to negotiate moving water and river hazards. 2.3. Use appropriate body position and aggressive swimming techniques to negotiate moving water and to free self from river hazards. 2.4. Maintain ferry angle to balance swimming against current. 2.5. Wade across rivers at mid-thigh depth and negotiate swift currents, when present. 2.6. Use aids to cross rivers, as appropriate to conditions. 2.7. Utilise group techniques to cross rivers, as appropriate to conditions. 2.8. Use techniques to safely negotiate upstream and downstream currents and to exit the river safely. 2.9. Recognise unsafe crossing and retreat from river as required. 2.10. Evaluate a contingency plan if river is unable to be crossed.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known to party members.
Numeracy skills to:	estimate speed of currents and depth of water.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG004 Cross rivers during bushwalks

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three river crossings, and collectively:

utilise defensive and aggressive swimming techniques

utilise techniques to wade across a river

utilise poles and a backpack as aids

participate in one group crossing using mutual support methods

during each crossing, consistently follow safety procedures and safely and effectively negotiate river hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures

waterproofing and stowing techniques used for river crossings

river grading systems, sufficient to understand strength of currents, direction of flow and the impact on selection of crossing point

features of rivers and how these affect selection of crossing point:

eddy

current

tongue

waves

bank

rocks

different ferry angles that can be chosen to suit features of the river

locations generally suitable for crossing rivers:

narrow, straight part of the river

low banks

sections less than waist deep

hazards associated with river crossings and techniques used to safely negotiate these:

cold water

steep or slippery banks

submerged logs, rocks and vegetation

sections of dark, deep or cold water

fast moving white water

hazardous flora and fauna

defensive swimming techniques and when to use these during river crossings:

floating passively on back facing downstream

riding with the river current

pointing feet downstream, toes out of water

using arms and legs to avoid serious contact with obstacles

aggressive swimming techniques and when to use these during river crossings:

moving on to stomach

pointing head in direction of travel

stroking hard to move across the current

swimming freestyle across current

aids used in river crossings and how to use these effectively:

swimming using pack as a float

poles

ropes, including methods used to secure

methods for group crossings/mutual support and how to use these effectively:

linked arms

circle

pole

typical situations requiring retreat from river crossing.

Assessment Conditions

Skills must be demonstrated on moving rivers, which can include up to grade 2 rivers, and which must feature the following:

moving water

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

passages through rapids that are generally straightforward and can be seen from when standing on the bank.

Assessment must ensure use of:

a group of participants with whom the individual interacts during group river crossings

river crossing aids to include:

backpacks and waterproofing aids

poles

ropes

organisational safety and emergency response procedures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG005 Lead bushwalks in tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities on well-defined tracks according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to tracked environments. To do this, leaders must be proficient in bushwalking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate bushwalking techniques applicable to tracked environments	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in tracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in tracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG005 Lead bushwalks in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in tracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in tracked environments. Tracks must feature the following:

be formed earthen tracks which have modified hardened or compacted surfaces

have some surfaces which are unstable with some natural obstacles such as roots, rocks and small logs

have steps and short steep slopes

have signage at the track head, with route markers at intersections and en route

be reliably marked on maps.

If in an alpine region, assessment can only be completed in weather conditions where no snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment needed for the duration of the assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG006 Lead bushwalks in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities in difficult tracked environments according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to difficult tracked environments. To do this, leaders must be proficient in bushwalking skills in difficult tracked environment which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate bushwalking techniques applicable to difficult tracked environments.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in difficult tracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in difficult tracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG006 Lead bushwalks in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participant and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in difficult tracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in difficult tracked environments. Tracks must feature the following:

be generally distinct tracks but without major modification to the ground; some parts of the track can be indistinct

have surfaces that are generally unstable with many natural obstacles such as rocky or loose tread, roots, rocks and fallen tree logs

have steep sections and arduous climbs

have signage at the track head, with route markers but limited signage en route

be marked on maps.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment for duration of assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities in extremely difficult tracked and untracked environments according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to extremely difficult tracked and untracked environments. To do this, leaders must be proficient in bushwalking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate instruct bushwalking techniques applicable to extremely difficult tracked and untracked environments.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in extremely difficult tracked and untracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in extremely difficult tracked and untracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in extremely difficult tracked and untracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in extremely difficult tracked or untracked environments. Tracks must feature the following:

be rough unformed tracks with no modification to the natural surface

have surfaces that are variable and challenging with prolonged unstable sections

have constant natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and dense vegetation

have steep sections and very arduous climbs

have no signage or route markers at any point

If in an alpine region, assessment can occur if ground is covered by snow.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment for duration of assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY001 Traverse canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to travel through canyons, according to planned routes, and utilise features for recreational activities such as rock scrambling, swimming, water sliding and liloing. It requires the ability to safely negotiate a range of terrain obstacles, hazards and canyon formations. It applies to both wet and dry canyons.

This unit focuses on activities within canyons and not on methods used to access or escape from them.

It applies to leaders, guides or instructors who use these skills when leading during canyoning activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for canyoning activities.	1.1. Select clothing, footwear and personal protective equipment suitable for canyon conditions and activities. 1.2. Waterproof, as required, and pack clothing, personal resources, and food according to access requirements during activities. 1.3. Interpret planned route from activity plans and maps to assist in following the route. 1.4. Determine contingency routes and emergency escapes. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between party members. 1.7. Complete equipment safety checks prior to canyoning activities.
2. Utilise canyon features for recreational activities.	2.1. Survey canyon to identify hazards and obstacles, assess risk, and select a safe and suitable site for activities. 2.2. Safely approach, and negotiate hazards, canyon terrain and formations to minimise risk of injury. 2.3. Remove and handle loaded backpacks to enable safe passage through canyon. 2.4. Select and use suitable techniques and natural formations for a range of recreational activities. 2.5. Maintain close contact and effective communication with party members throughout all activities. 2.6. Use techniques that minimise damage to equipment and the canyon environment throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret complex and potentially unfamiliar technical information about routes and environmental features.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	readily adapt to changing situations and terrain by selecting appropriate techniques and equipment to traverse canyons efficiently.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY001 Traverse canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two canyoning trips

complete at least one of the above trips in a wet canyon

during each canyoning activity, consistently follow safety procedures and safely negotiate hazards

across all canyoning trips, collectively use the following techniques:

rock scrambling

spotting

during any wet canyon trips, use at least two of the following techniques:

water jumping

water sliding

liloing

wading

swimming.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

features of different types of local canyons and canyon formations sufficient to understand the overall characteristics of the canyon setting and its particular hazards

clothing and footwear suitable for canyoning activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear used for canyoning activities; advantages and disadvantages of different types

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during canyoning activities

techniques used for canyon activities to include those for:

rock scrambling

spotting

water jumping

water sliding

liloing

wading

swimming, white water swimming

communication protocols used between canyoners to include:

calls

hand signals

whistles

typical hazards associated with canyoning activities, and techniques used to safely negotiate these:

dense vegetation

squeezes and overhangs

slippery or unstable terrain including rocks

submerged logs and rocks

sections of dark, deep or cold water and extended immersion

rising water

formations that might lead to foot entrapment

practices used to minimise environmental impact to canyons to include removing all general and human (toileting) waste.

Assessment Conditions

Skills can be demonstrated in canyons which feature the following:

easy climbing and downclimbing with little exposure

hand lines may be required on occasion

escape from canyon may take up to 1 hour.

Wet canyons would feature:

slow moving water, with up to Grade 1 river features

pools of calm to slightly moving water

low angled slides.

No climbing or abseiling is required to reach canyons but it is possible to abseil in, participate in canyon activities and walk or climb out.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canyoning activities

personal protective equipment, relevant to the activity, which might include:

helmets

exposure suits

containers for the removal of liquid and solid waste including those for human waste

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY002 Abseil in easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil in easy to intermediate wet or dry canyons. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during canyoning activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the canyon abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the canyon abseil and conditions. 1.2. Waterproof food, clothing, equipment and resources, for wet canyoning. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between abseiler and belayer. 1.5. Interpret route description; identify position of natural features and the abseil route. 1.6. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil vertical canyon pitches.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during canyon descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during canyon descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY002 Abseil in easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three abseiling sessions in canyons, with at least one in a wet canyon

across the three sessions collectively complete the following abseils:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in canyons to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during wet canyoning activities

features, functions and operation of abseiling equipment used in canyons:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

canyoning abseiling techniques and appropriate posture for easy to intermediate descents to include those for:

walking backwards on dry and wet surfaces

self-belayed descents

lowering

disconnecting self from belay in a pool of water

techniques for belaying others during easy to intermediate canyon abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for abseiling in canyons, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rising water levels

cold water, immersion for extended periods

how to care for abseiling equipment during canyoning activities to avoid damage, and promote long lifespan

techniques used to minimise damage to canyon surfaces when abseiling in canyons.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some up and down climbing using a rope

canyon escapes can take up to 1 hour.

Wet canyons may feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during canyoning activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning guide, leader or instructor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY003 Abseil in intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil in intermediate to advanced wet or dry canyons. It also requires the ability to belay abseilers and to self-belay.

This unit covers the skills required to abseil in canyon conditions featuring multiple vertical pitches of variable length.

It applies to leaders, guide or instructors who use these skills when leading participants during canyoning activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the canyon abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the canyon abseil and conditions. 1.2. Waterproof food, clothing, equipment and resources for wet canyons. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between abseiler and belayer. 1.5. Interpret route description; identify position of natural features and the abseil route. 1.6. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil in canyons using multi pitch descent techniques.	2.1. Use safety procedures at top of and throughout all descents to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents to each station. 2.3. Safely approach, avoid or negotiate hazards to descend to stations in a controlled manner. 2.4. Maintain effective communication with belayer throughout all descents. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Change over safely at belay stations.	3.1. Maintain continuous attachment to anchor points, traverse line or belay system. 3.2. Changeover personal equipment from one rope system to another at belay stations, tie suitable knots and handle ropes without entanglement. 3.3. Complete safety checks prior to loading belay system and before completing subsequent descents.
4. Belay abseilers during multi pitch descents in canyons.	4.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 4.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 4.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 4.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 4.5. Arrest falls promptly using technique suitable to belaying device and situation. 4.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
5. Self-belay during multi pitch canyon descents.	5.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 5.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 5.3. Control self-belay system to execute safe and controlled descents. 5.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY003 Abseil in intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three abseiling sessions in canyons, with at least two in a wet canyon

across the three sessions collectively complete the following abseils on at least two different routes:

a total of four descents with a belayer

a total of three self-belayed descents with one of those descents as last person down using a doubled rope descent

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in canyons to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during wet canyon activities

features, functions and operation of abseiling equipment used in canyons:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

hanging belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

canyoning abseiling techniques and appropriate posture for intermediate to difficult descents to include those for:

walking backwards on dry and wet surfaces

lowering

self-belayed descents

changing over at re-belays and using personal attachment system

self-belayed descent as last person down, doubled rope

disconnecting self from belay in a pool of water

techniques for belaying others during intermediate to difficult canyon abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for abseiling in canyons, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rope catches or jams on natural features

abseiling past a belay station

limited space at belay station

uneven landing at belay station

rising water levels

cold water, immersion for extended periods

how to care for abseiling equipment during canyoning activities to avoid damage, and promote long lifespan

techniques used to minimise damage to canyon surfaces when abseiling in canyons.

Assessment Conditions

Skills must be demonstrated in intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours.

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have a difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during canyoning activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for abseils in easy to intermediate canyons, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the canyon abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the canyon conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for abseils in easy to intermediate canyons.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for canyon abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise the risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes for abseils at four different canyon pitches, with at least one in a wet canyon

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for canyoning environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling in canyons and how these affect:

safe access to and egress from the pitch

choice of descent and routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors and used in canyons:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used in canyons:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

auto locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils in a canyoning environment and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some up and down climbing using a rope

pitches that require some climbing moves up to grade 12 using a rope

canyon escapes can take up to 1 hour.

Wet canyons may feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for abseils in intermediate to advanced canyons, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the canyon abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the canyon conditions and belayer. 1.5. Select other equipment to suit abseil requirements participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for abseils in intermediate to advanced canyons.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for canyon abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise the risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes for abseils at four different canyon pitches, with at least two in a wet canyon

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for canyoning environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling in canyons and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used in canyons:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used in canyons:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils in a canyoning environment and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours.

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have a difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY006 Lead canyoning activities, easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canyoning activities in easy to intermediate canyons according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct abseiling techniques applicable to easy to intermediate canyons. To do this, leaders must be proficient in canyon abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate abseiling techniques applicable to easy to intermediate canyons.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canyoning activities in easy to intermediate canyons.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canyoning activities in easy to intermediate canyons.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY006 Lead canyoning activities, easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canyoning sessions for a group of participants according to predetermined activity plans

complete at least one of the above sessions in a wet canyon

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canyoning activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canyoning activities in easy to intermediate canyons:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some climbing, and down climbing using a rope

canyon escapes can take up to 1 hour.

Wet canyons would feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

static

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canyoning activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY007 Lead canyoning activities, intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canyoning activities in intermediate to advanced canyons according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct abseiling techniques applicable to intermediate to advanced canyons. To do this, leaders must be proficient in canyon abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate abseiling techniques applicable to intermediate to advanced canyons	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canyoning activities in intermediate to advanced canyons.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canyoning activities in intermediate to advanced canyons.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY007 Lead canyoning activities, intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canyoning sessions for a group of participants according to predetermined activity plans

complete at least two of the above sessions in a wet canyon

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canyoning activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canyoning activities in intermediate to advanced canyons:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

static

rope protectors

tape or sewn sling

cow’s tails

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canyoning sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC001 Lead challenge course sessions, low elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead participants during challenge course sessions at a facility where low elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to explain and demonstrate, to participants, techniques for spotting, and for using independent and linked low elements.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to activity leaders who use discretion and judgement to manage participant logistics, safety, and routine problems within clearly defined operating procedures. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up personal protective equipment (PPE) to match participants, low elements and prevailing conditions. 1.4. Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures. 1.5. Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit.
2. Brief participants.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity.
3. Instruct spotting technique for low elements.	3.1. Explain importance of spotting and demonstrate essential components of spotting technique. 3.2. Demonstrate and explain different techniques and spotter positions used for different course elements and participant characteristics. 3.3. Verify participant understanding of spotting techniques and safety procedures. 3.4. Engage participants in a sequence of activities to warm up, develop trust and practice spotting in a low risk situation. 3.5. Observe and monitor participant performance of spotting technique and provide feedback and corrective instruction.
4. Lead low element activities.	4.1. Explain and demonstrate techniques for use of independent and linked low elements. 4.2. Reinforce appropriate spotter technique and position for the particular element. 4.3. Provide clear and accurate instructions and demonstrations throughout the session. 4.4. Monitor performance of spotters and participants, and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during activities.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults, and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	organise participants into manageable groups for activities manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC001 Lead challenge course sessions, low elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three low element challenge course sessions for a group of participants

across the three sessions, collectively:

explain and demonstrate at least three different spotting techniques

explain and demonstrate techniques for negotiating at least four different low elements

during each session, consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

clothing and footwear suitable for low element challenge course activities

purpose, features, and correct fit for safety, of personal protective equipment for low element participants, including climbing helmets and when these might be used

features of different types of low elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

how characteristics of participants affect the selection of course elements and personal protective equipment:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

hazards and associated risks for participant use of low elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

roles and responsibilities of activity leaders and supervisors for low element activities

communication protocols used between participants and leaders during low element activities:

calls

hand signals

whistles

radio

spotting techniques, spotter positioning and:

variations for different low elements

variations to suit different participant characteristics

techniques used to negotiate low elements

different techniques used to demonstrate, to participants, low element negotiation and spotting

appropriateness of different demonstration techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

a range of warm-up and practice exercises suitable for low element activities

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different low course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment which can include climbing helmets, as required

activity plans

template:

safety and serviceability checklists

participant informed consents

equipment fault reports

incident reports

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of low elements

emergency response and first aid for low element challenge course sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC002 Set up and supervise challenge course sessions, low elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise activity leaders and participants during challenge course sessions at a facility where low elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to complete routine visual inspections of course elements, select and set up a sequence of challenge course activities to meet participant needs and to monitor participation across multiple course elements.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to senior activity leaders or challenge course supervisors who work independently using discretion and judgement to manage operational logistics, risk, and any significant problems when they arise.

Leaders and supervisors might also be involved in providing adventure based learning outcomes; the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOCHC001 Lead challenge course sessions, low elements

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete visual inspections.	1.1. Complete visual inspection of low course elements before commencement of sessions according to organisational schedule and procedures. 1.2. Confirm no obvious damage to low course elements. 1.3. Confirm integrity of safety systems. 1.4. Inspect course site and surrounding area for hazards according to organisational schedule and procedures. 1.5. Complete required organisational reports to confirm safety. 1.6. Report on and escalate issues of immediate concern according to organisational procedures.
2. Prepare low element activities and equipment for participants.	2.1. Identify characteristics, abilities and needs of participants. 2.2. Select a suitable sequence of low element activities to meet requirements. 2.3. Select activity equipment according to requirements of known participant characteristics and for general admission participants. 2.4. Establish any additional equipment required for low elements; complete safety and serviceability checks and reports.
3. Supervise low element activities.	3.1. Monitor multiple course elements and performance of spotters and participants. 3.2. Provide corrective instruction of technique through explanation and demonstration, as required. 3.3. Direct and supervise activity leaders to ensure safe and positive conduct of all activities. 3.4. Monitor participant and leader adherence to safety procedures and correct breaches, as required. 3.5. Respond immediately to hazardous situations and promptly assess risks to minimise risk of injury to participants and others. 3.6. Direct leaders to amend activities if risk is unacceptable or cease activities when required. 3.7. Respond to emergency situations according to organisational, emergency response and first aid procedures.
4. Complete post session responsibilities.	4.1. Dismantle additional equipment, inspect for wear or breakage, tag faults and store in designated. 4.2. Lead debrief with team members to identify sessional successes, problems and difficulties. 4.3. Evaluate and report on feedback from leaders and participants. 4.4. Identify and report on any course or equipment maintenance requirements. 4.5. Provide recommendations to improve activities and safety management.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and reports that require factual information produce cohesive reports which clearly represent team and participant feedback and own recommendations through use of persuasive language.
Oral communications skills to:	provide clear and unambiguous instructions to leaders and participants using language and terms easily understood ask open and closed probe questions and actively listen to determine leader and participant understanding of instructions.
Self-management skills to:	critically evaluate successes and failures of challenge course activities to recommend improvements critically analyse all circumstances and implications to report on safety issues and recommend improved practices.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC002 Set up and supervise challenge course sessions, low elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prior to commencement of two sessions, complete two visual inspections and complete reports:

course site and surrounding area

four low course elements

for three different challenge course sessions and according to predetermined activity plans:

select and set up a sequence of low element activities to meet the requirements of three different participant groups

supervise activity leaders and participants during three low element sessions

during each session consistently manage activity leader and participant adherence to safety procedures

after each session, lead a debrief with team members

utilise options provided in Assessment Conditions to:

direct activity leaders to amend activities in response to a total of two safety issues that arise during activities

complete a brief written or verbal report to recommend improvements for activities and management of safety issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

for low element challenge courses, organisational:

schedule for completing visual inspections

items that must be inspected and extent of inspection requirements prior to commencement of session

requirements for recording and filing outcomes of inspections

requirements for reporting issues of immediate concern including hazardous ones

typical environmental hazards found within challenge course sites and surrounding areas and associated risks, to include:

unstable trees and tree branches; tree debris

tree and tree debris hazards, including falling limbs

ground surface hazards

spiders, insects, snakes and fauna

features of different types of low elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

signs of deterioration

failures that pose an immediate safety risk

factors that affect the selection and sequencing of low element activities:

group objectives and session duration outlined in activity plans for particular client groups

objectives of activity participation for general admission clientele

participant characteristics:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

season of operation, weather and environmental conditions

hazards and associated risks for participant use of low elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

methods used by challenge course supervisors to:

roam and supervise multiple course elements, and performance of spotters and participants

lead team member debriefs

provide overall reports on activity successes, problems and incidents

provide recommendations to improve activities and management of safety.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different low course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants and activity leaders whom the individual supervises

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

arising safety issues and activity modifications

recommending activity and safety management improvements

personal protective equipment used to set up low elements which can include climbing helmets, as required

activity plans

organisational procedures for:

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

organisational schedule, procedures and templates for completing and documenting visual inspections of course site and low elements.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course supervisor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC003 Lead challenge course sessions, high elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead participants during challenge course sessions at a facility where high elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to explain and demonstrate, to participants, techniques for belaying others, and for using independent and linked high elements. It covers skills for basic rescues.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to activity leaders who use discretion and judgement to manage participant logistics, safety, and routine problems within clearly defined operating procedures. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up personal protective equipment (PPE) to match participants, high elements and prevailing conditions. 1.4. Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures. 1.5. Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit.
2. Brief participants.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity.
3. Instruct belay techniques for high elements.	3.1. Fit and adjust harnesses and belay equipment to participants to ensure comfort and safety. 3.2. Attach participants to established belay system, tie suitable knots, as required, and complete safety checks. 3.3. Explain importance of belaying and demonstrate essential components of belay technique. 3.4. Explain communication protocols and their importance. 3.5. Verify participant understanding of belay technique, communication protocols, and safety procedures. 3.6. Supervise belayer’s practice of belay techniques in a low risk situation. 3.7. Observe and monitor participant performance of belay technique and provide feedback and corrective instruction.
4. Lead high element activities.	4.1. Explain and demonstrate techniques for use of independent and linked high elements. 4.2. Position belayer appropriately for the course element, to allow effective use of belay system. 4.3. Provide clear and accurate instructions and demonstrations throughout the session. 4.4. Monitor performance of belayers and participants, and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during activities and complete basic rescues.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to participants in difficulty and provide verbal directions to recover and continue. 5.7. Use safe approach procedures to provide direct assistance for participants to recover and continue. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults, and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	organise participants into manageable groups for activities manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC003 Lead challenge course sessions, high elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three high element challenge course sessions for a group of participants

across the three sessions, explain and demonstrate techniques for belaying and negotiating at least four different high elements

during each session, consistently:

manage participant adherence to safety procedures

connect participants to belay system using appropriate device and or knots and complete safety checks

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults

complete two simulated high element rescues to indirectly assist a rescuee to recover and continue through verbal direction

complete two simulated high element rescues, using safe approach procedures, to directly assist the rescuee to recover and continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

clothing and footwear suitable for high element challenge course activities

purpose, features, and correct fit for safety, of personal protective equipment for high element participants:

harnesses of different types, advantages and disadvantages

climbing helmets

features of different types of high elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

how characteristics of participants affect the selection of course elements and personal protective equipment:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

hazards and associated risks for participant use of high elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

roles and responsibilities of activity leaders and supervisors for high element activities

communication protocols used between participants and leaders during high element activities:

calls

hand signals

whistles

radio

features, functions and operation of belaying equipment used for high element challenge courses:

carabiners

rope

belay systems

types of equipment and methods used to attach participants to a high element belay system, including suitable knots that may be used

techniques used to:

negotiate high elements

belay others, including appropriate position for belayer

different techniques used to demonstrate, to participants, high element negotiation and belaying

appropriateness of different demonstration techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

techniques used for basic high element rescues to include those for:

indirect assistance to rescuee to recover and continue through verbal direction

direct assistance to rescuee to recover and continue.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different high course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

people who act as rescuees with whom the individual interacts during simulated rescues

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

equipment to include:

harnesses

climbing helmets

established anchors or attachment points and belay systems

carabiners

activity plans

template:

safety and serviceability checklists

participant informed consents

equipment fault reports

incident reports

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of high elements

emergency response and first aid for high element challenge course sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC004 Set up and supervise challenge course sessions, high elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise activity leaders and participants during challenge course sessions at a facility where high elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to complete routine visual inspections of course elements, select and set up a sequence of challenge course activities to meet participant needs, to establish belay systems and to monitor participation across multiple course elements. It covers skills for complex rescues.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to senior activity leaders or challenge course supervisors who work independently using discretion and judgement to manage operational logistics, risk, and any significant problems when they arise.

Leaders and supervisors might also be involved in providing adventure based learning outcomes; the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOCHC003 Lead challenge course sessions, high elements

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete visual inspections.	1.1. Complete visual inspection of high course elements before commencement of sessions according to organisational schedule and procedures. 1.2. Confirm no obvious damage to high course elements. 1.3. Confirm integrity of safety systems. 1.4. Inspect course site and surrounding area for hazards according to organisational schedule and procedures. 1.5. Complete required organisational reports to confirm safety. 1.6. Report on and escalate issues of immediate concern according to organisational procedures.
2. Prepare high element activities and equipment for participants.	2.1. Identify characteristics, abilities and needs of participants. 2.2. Select a suitable sequence of high element activities to meet requirements. 2.3. Select activity equipment according to requirements of known participant characteristics and for general admission participants. 2.4. Establish any additional equipment required for high elements; complete safety and serviceability checks and reports.
3. Set up belay system.	3.1. Select and assess condition of anchors along course for attachment of safety lines and belays. 3.2. Select harnesses and belay system suitable for the course element, conditions and participant. 3.3. Choose a belay device suitable for the situation and belayer. 3.4. Complete safety and serviceability checks on equipment and action faulty equipment according to organisational procedures. 3.5. Establish participant belays, and self-belays suitable for rescue circumstances. 3.6. Select and tie appropriate knots and rig ropes suitable for load and function within the belay system. 3.7. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.8. Complete safety checks on rigging according to organisational procedures.
4. Supervise high element activities.	4.1. Monitor multiple course elements and performance of belayers and participants. 4.2. Provide corrective instruction of technique through explanation and demonstration, as required. 4.3. Direct and supervise activity leaders to ensure safe and positive conduct of all activities. 4.4. Monitor participant and leader adherence to safety procedures and correct breaches, as required. 4.5. Respond immediately to hazardous situations and promptly assess risks to minimise risk of injury to participants and others. 4.6. Direct leaders to amend activities if risk is unacceptable or cease activities when required. 4.7. Respond to emergency situations according to organisational, emergency response and first aid procedures.
5. Rescue participants or others from high elements.	5.1. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of person in need of rescue. 5.2. Determine roles and responsibilities of others and provide clear and concise instructions throughout rescue. 5.3. Use appropriate approach procedure for element to provide direct rescuee assistance. 5.4. Operate rescue system to lower persons from high elements. 5.5. Provide clear and concise instructions and information to person being rescued. 5.6. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor.
6. Complete post session responsibilities.	6.1. Dismantle additional equipment, inspect for wear or breakage, tag faults and store in designated. 6.2. Lead debrief with team members to identify sessional successes, problems and difficulties. 6.3. Evaluate and report on feedback from leaders and participants. 6.4. Identify and report on any course or equipment maintenance requirements. 6.5. Provide recommendations to improve activities and safety management.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and reports that require factual information produce cohesive reports which clearly represent team and participant feedback and own recommendations through use of persuasive language.
Oral communications skills to:	provide clear and unambiguous instructions to leaders and participants using language and terms easily understood ask open and closed probe questions and actively listen to determine leader and participant understanding of instructions.
Self-management skills to:	critically evaluate successes and failures of challenge course activities to recommend improvements critically analyse all circumstances and implications to report on safety issues and recommend improved practices.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC004 Set up and supervise challenge course sessions, high elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prior to commencement of two sessions, complete two visual inspections and complete reports:

course site and surrounding area

four high course elements

for three different challenge course sessions and according to predetermined activity plans:

select and set up a sequence of high element activities to meet the requirements of three different participant groups

select and set up belay systems suitable for course elements and participants

across the three sessions, select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

supervise activity leaders and participants during three high element sessions

during each session consistently manage activity leader and participant adherence to safety procedures

after each session, lead a debrief with team members

utilise options provided in Assessment Conditions to:

direct activity leaders to amend activities in response to a total of two safety issues that arise during activities

complete a brief written or verbal report to recommend improvements for activities and management of safety issues

set up two belay systems suitable for rescues at two different high elements

complete simulated high element rescues, using safe approach procedures, to:

lower a conscious person on two occasions

lower an unconscious person on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

for high element challenge courses, organisational:

schedule for completing visual inspections

items that must be inspected and extent of inspection requirements prior to commencement of session

requirements for recording and filing outcomes of inspections

requirements for reporting issues of immediate concern including hazardous ones

typical environmental hazards found within challenge course sites and surrounding areas and associated risks, to include:

unstable trees and tree branches; tree debris

tree and tree debris hazards, including falling limbs

ground surface hazards

spiders, insects, snakes and fauna

features of different types of high elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

signs of deterioration

failures that pose an immediate safety risk

factors that affect the selection and sequencing of high element activities:

group objectives and session duration for particular client groups

objectives of activity participation for general admission clientele

participant characteristics:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

season of operation, weather and environmental conditions

features, functions, advantages and disadvantages of different types of anchors or attachment points used in challenge course facilities:

bolts

camming devices

wire rope grip

shackles

working load limits of anchors or attachment points and tension formula

issues that are assessed when selecting anchors or attachment points and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

features, functions, advantages and disadvantages of challenge course high element equipment:

harnesses of different types

carabiners

rope

wire rope

hand ropes

swing ropes

pulleys

tape

sewn sling

Prusik cord

personal attachment systems, including cow’s tails

crab claws

thimbles

rigging screws

turnbuckles

staples

belay devices:

plate

assisted locking

tubular

belay systems:

static belay

dynamic belay

bottom braking belay

self-belay

how the following factors affect the selection and rigging of above equipment:

element characteristics

weather and environmental conditions

participant size, weight and abilities

manufacturers’ specifications for equipment use

techniques used to rig belays for performance of rescues

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

hazards and associated risks for participant use of high elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

methods used by challenge course supervisors to:

roam and supervise multiple course elements, and performance of belayers and participants

lead team member debriefs

provide overall reports on activity successes, problems and incidents

provide recommendations to improve activities and management of safety.

roles and responsibilities that can be allocated to team members to effectively complete a complex high element rescue

appropriate approach methods for high element rescues:

using ladders

using ascending ropes

approaching via the element

approaching from start, mid or finish point of course

how these will vary depending on rescue circumstance

techniques used for complex high element rescues to include those for:

ascending and descending a single rope

lowering conscious and unconscious persons

securing rescuee and escaping from a loaded belay system.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different high course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants and activity leaders whom the individual supervises

people who act as rescuees with whom the individual interacts during simulated rescues

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

arising safety issues and activity modifications

recommending activity and safety management improvements

personal protective equipment used to set up high elements which can include climbing helmets

equipment to include:

established anchors or attachment points

harnesses

carabiners

rope

wire rope

tape or sewn sling

pulleys

Prusik cord

personal attachment systems, including cow’s tails

crab claws

thimbles

rigging screws

turnbuckles

staples

belay devices

activity plans

organisational procedures for:

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

organisational schedule, procedures and templates for completing and documenting visual inspections of course site and high elements.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course supervisor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC005 Manage challenge course

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage a range of specialist functions within challenge course facilities. It requires the ability to develop and document a range of plans and procedures including those for course inspection, safe participant use, rescues, emergency response and for training staff. It also covers the selection of specialist equipment and services appropriate for course elements and the site.

This unit applies to any type of organisation that operates a challenge course including commercial, not-for-profit and government organisations.

It applies to challenge course managers who work with significant autonomy to manage the operation and safety of the course.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop course inspection schedules and procedures.	1.1. Develop and implement procedures for hazard identification and risk assessments for the site, surrounding areas and all course elements. 1.2. Develop hazard identification and risk assessment templates for use of relevant personnel. 1.3. Establish and document all required course inspection types and create templates for course and equipment inspections. 1.4. Develop schedules for inspections and allocate responsibility to internal personnel and external specialists. 1.5. Disseminate documented procedures, schedules and templates and ensure all personnel understand requirements. 1.6. Establish and maintain a record keeping system for inspections and risk assessments.
2. Determine course operational procedures	2.1. Determine different activity techniques suited to course elements and different participant characteristics. 2.2. Develop and document procedures for safe participant use of course elements, in line with particular element features. 2.3. Evaluate course elements, determine and document suitable rescue techniques and procedures. 2.4. Establish and maintain emergency response plans and procedures. 2.5. Develop and implement plans for ongoing staff training in course use, safety procedures, hazard identification, emergency response and rescue requirements. 2.6. Implement mechanisms to inform course users and leaders of changes to elements and procedures.
3. Select specialist equipment and services for challenge courses.	3.1. Consult with course installation specialists to identify equipment appropriate for course elements. 3.2. Select ancillary equipment suited to requirements of the course and clientele. 3.3. Select external specialists to inspect, maintain and modify the site and course elements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex product specifications when selecting equipment.
Writing skills to:	develop comprehensive plans, procedures and template documents in a format and style easily understood by a full range of workers.
Self-management skills to:	critically analyse the characteristics and needs of the facility to design tailored systematic plans and procedures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC005 Manage challenge course

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document the following procedures for a challenge course:

completing and reporting routine visual inspections of site, surroundings and course elements

completing and reporting hazard identification and risk assessments

safe participant use of two course elements including types of equipment that must be used to support safety

completing rescues, including approach methods, techniques and variables for two course elements

develop and document the following templates for a challenge course:

inspections of the site, surrounding areas and two course elements

hazard identification and risk assessments for the site, surrounding areas and two course elements

develop and document schedules for the following types of inspections and indicate who is responsible for each:

routine visual inspection of site, surroundings and course elements

operational inspection

periodical inspection

tree inspection

develop and document:

an emergency response plan for dealing with incidents involving injured participants

a basic training plan for activity leaders and supervisors, limited to covering procedural issues for course operation, and not skill issues

document a process for:

disseminating plans, procedures and information to activity leaders, supervisors and course users

maintaining records

research the availability of one type of ancillary equipment suited to a course and one type of specialist service available and write a brief recommendation on why these should be purchased.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

different types of challenge course inspections that should be completed, at what intervals, and extent of inspection requirements:

routine visual inspection of site, surroundings and course elements

operational inspection

periodical inspection

tree inspection

for each of the above inspection types:

who would complete these; staff or external specialists

requirements for recording and filing outcomes of inspections

typical settings for challenge courses and features of both internal site environments and surrounding areas

typical environmental hazards found within challenge course sites and surrounding areas, associated risks, and methods used to minimise risk to include:

unstable trees and tree branches; tree debris

ground surface hazards

spiders, insects, snakes and fauna

features of different types of low and high elements found in challenge courses, both independent and linked

hazards and associated risks for participant use of low and high course elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

operational features of the following equipment used to support participant safety:

safety lines for low elements

belay systems for high elements

fall protection

safe techniques that should be used by participants to negotiate low and high course elements

unsafe practices that may be used by participants on course elements and the importance of controlling potential behaviours

spotting techniques used with different types of low elements and how these can be tailored to the element features and characteristics of participants

appropriate approach methods for high element rescues:

using ladders

using ascending ropes

approaching via the element

approaching from start, mid or finish point of course

how these will vary depending on rescue circumstance

techniques used for high element rescues to include those for:

indirect assistance to rescuee to recover and continue through verbal direction

direct assistance to rescuee to recover and continue

ascending and descending a single rope

lowering conscious and unconscious persons

a range of formats for and inclusions of:

procedures and schedules

training plans

hazard identification and reporting tools

risk assessment and control tools based on the hierarchy of control method

emergency response plans and procedures

inspection reports

equipment safety and serviceability checklists

Australian Standards relevant to the operation of challenge courses:

the purpose and legal status of the standards

why the guideline standard might be adopted by organisations

how the standards may be used to assist the development of organisational procedures

emerging equipment research and technology for challenge courses, at an overview level

suppliers of specialist equipment and services for challenge courses, their product and service range and suitability to meet the needs of particular courses.

Assessment Conditions

In order to develop tailored systematic plans and procedures, access to the following is required:

a challenge course where low or high course elements, or a combination of both, are set up

comprehensive information about the operation and clientele of the challenge course facility to determine its characteristics and needs

Assessment must ensure access to information about suppliers of specialist equipment and services for challenge courses and details of their product and service range.

Assessment must ensure use of:

computers, printers and general software programs used to produce system documents

template documents:

procedures and schedules

hazard identification and reporting tools

risk assessment and control tools based on the hierarchy of control method

emergency response plans and procedures

training plans

inspection reports.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course manager where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM001 Top rope climb single pitches, artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on artificial surfaces using top rope techniques. It also requires the ability to belay top rope climbers. Artificial surfaces can be fixed or portable structures and can be in indoor or outdoor environments.

It applies to leaders, guides or instructors, who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of artificial features and the climb route. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to climbing or belaying.
2. Climb and descend single pitch routes using top rope techniques.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to artificial features and holds. 2.3. Locate and evaluate artificial features during climb and adjust technique to suit. 2.4. Locate and utilise rest positions to reduce fatigue. 2.5. Safely approach, avoid or negotiate hazards to ascend and descend in a controlled manner. 2.6. Maintain effective communication with belayer throughout climb. 2.7. Use appropriate posture and top rope lowering techniques during descent. 2.8. Use techniques that minimise damage to equipment and the surface during climb.
3. Belay top rope climbers.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM001 Top rope climb single pitches, artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four single pitch top rope climbing sessions on artificial surfaces and collectively use six of the following techniques:

bridging

heel hooks

jamming

laybacking

mantle

pinch grips

side pulls

smearing

underclings

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate device and or knots

belay climbers according to safety procedures, and complete the following:

four belays

two simulated climber falls, and safely and efficiently secure and release climber to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment used for climbing on artificial surfaces:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of tope rope climbing equipment used on artificial surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

top rope bottom belay systems

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

types of personal and equipment safety checks completed prior to climbing and belaying

tope rope climbing techniques and appropriate posture for artificial surfaces and structures to include those for:

bridging

heel hooks

jamming

laybacking

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these artificial climb features:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during tope rope climbs on artificial surfaces to include those for

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch top rope climbing on artificial surfaces and structures, and techniques used to safely negotiate these:

sharp or protruding fittings and fixtures

surface irregularities

ledges

tangled rope

falling objects

how to care for climbing equipment during activities to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where single pitch top rope climbs are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM002 Top rope climb single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on natural surfaces using top rope techniques. It also requires the ability to belay top rope climbers.

It applies to leaders, guides or instructors, who use these skills when leading participants during top rope climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to climbing or belaying.
2. Climb and descend single pitch routes using top rope techniques.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to natural features. 2.3. Locate and evaluate natural features during climb and adjust technique to suit. 2.4. Locate and utilise rest positions to reduce fatigue. 2.5. Safely approach, avoid or negotiate hazards to ascend and descend in a controlled manner. 2.6. Maintain effective communication with belayer throughout climb. 2.7. Use appropriate posture and top rope lowering techniques during descent. 2.8. Use techniques that minimise damage to equipment and the surface during climb.
3. Belay tope rope climbers.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM002 Top rope climb single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four single pitch top rope climbing sessions on natural surfaces and cumulatively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate device and or knots

belay climbers according to safety procedures, and complete the following:

two top rope top belays

two top rope bottom belays

two simulated climber falls, and safely and efficiently secure and release climber to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment used for climbing on natural surfaces to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of tope rope climbing equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

top rope top belay

top rope bottom belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

types of personal and equipment safety checks completed prior to climbing and belaying

tope rope climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during top rope climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, and tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch top rope climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch top rope climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM003 Lead climb single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on natural surfaces using lead climbing techniques. It also requires the ability to belay climbers and to ascend single pitch routes as a second climber.

It applies to leaders, guides or and instructors who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Determine need for artificial protection during ascent; select and rack for accessibility during climb. 1.6. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to climbing or belaying.
2. Climb single pitch routes.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to natural features. 2.3. Locate and utilise rest positions to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout climb. 2.6. Use techniques that minimise damage to equipment and the surface during climb.
3. Ascend single pitch routes as a lead climber.	3.1. Evaluate potential direction of falls, magnitude of force and second climber’s ability. 3.2. Select suitable type, and set anchors and belay system safely and efficiently throughout climb. 3.3. Place protection periodically during climb to reduce fall distance. 3.4. Use techniques to minimise rope drag, displacement of artificial protection and injury in the event of a fall. 3.5. Monitor and maintain the safeguard system continuously. 3.6. Retreat from pitches when climber safety is compromised. 3.7. Select solid and secure anchors at top of pitch, or place artificial protection. 3.8. Establish belay system at top of pitch to maximise climber and belayer safety.
4. Ascend single pitch routes as a second climber.	4.1. Utilise belaying system to maximise climber safety. 4.2. Remove artificial protection with and without a nut tool and minimise damage to equipment and natural surface.
5. Belay climbers.	5.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 5.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 5.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 5.4. Monitor climber progress constantly, and maintain clear communication with climber. 5.5. Arrest falls promptly using technique suitable to belaying device and situation. 5.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying calculate loads for anchors and ropes under normal conditions, and in the event of a fall to determine fall distances.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM003 Lead climb single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as lead climber on four single pitch climbs

work as second climber on four single pitch climbs

across the climbs, collectively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each climb consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate devices and or knots

across the climbs, collectively establish these types of anchor systems:

multi-directional

uni-directional

self-equalising

across the climbs collectively use the following rope systems:

single rope

double rope technique

twin rope

across the climbs collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

belay climbers according to safety procedures, and complete the following:

two top rope top belayed ascents

two top rope bottom belayed ascents

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment for climbers and belayers to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions, advantages and disadvantages of different types of artificial removable anchors used as protection for lead climbing to include:

spring loaded camming devices

nuts, wires and hexes

pitons

techniques used to secure and remove the above types of protection

types of forces generated during lead climb falls, and how to calculate:

fall factor

fall distances

placement of artificial protection

features, functions, advantages and disadvantages of different types of anchor systems used in lead climbing:

multi-directional

uni-directional

self-equalising

features, functions and operation of climbing and belaying equipment used for single pitch lead climbs on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

single rope

double rope technique

twin rope

top rope top belay

top rope bottom belay

self-belay

dynamic and static belays

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

principle of closing the system, advantages, disadvantages and methods used

types of personal and equipment safety checks completed prior to climbing and belaying

lead climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during lead climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch lead climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

stuck ropes

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape

sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM004 Lead climb multi pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb multi pitches on natural surfaces using lead climbing techniques. It also requires the ability to belay climbers and to ascend multi pitch routes as a second climber.

It applies to leaders, guides or instructors who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Determine need for artificial protection during ascent; select and rack for accessibility during climb. 1.6. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to climbing or belaying.
2. Climb multi pitch routes.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Maintain balance and use appropriate posture and climbing techniques to link a series of controlled moves to enable progress. 2.3. Locate and utilise rest positions to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout climb. 2.6. Use techniques that minimise damage to equipment and the surface during climb.
3. Ascend multi pitch routes as a lead climber.	3.1. Evaluate potential direction of falls, magnitude of force and second climber’s ability. 3.2. Select suitable type and set anchors and belay system safely and efficiently throughout climb. 3.3. Place protection periodically during climb to reduce fall distance. 3.4. Use techniques to minimise rope drag, displacement of artificial protection and injury in the event of a fall. 3.5. Monitor and maintain the safeguard system continuously. 3.6. Retreat from pitches when climber safety is compromised. 3.7. Select solid and secure anchors at top of pitch, or place artificial protection. 3.8. Establish belay system at top of pitch to maximise climber and belayer safety.
4. Ascend multi pitch routes as a second climber.	4.1. Utilise belaying system to maximise climber safety. 4.2. Remove artificial protection with and without a nut tool and minimise damage to equipment and natural surface.
5. Change over at belay stations.	5.1. Maintain continuous attachment to a reliable anchor system or anchor point. 5.2. Exchange climber roles at belay stations and transition to next pitch without entangling ropes. 5.3. Confirm alignment and stability of belay system before transitioning to next pitch.
6. Belay climbers.	6.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 6.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 6.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 6.4. Monitor climber progress constantly, and maintain clear communication with climber. 6.5. Arrest falls promptly using technique suitable to belaying device and situation. 6.6. Safely and efficiently secure climber, when compromised, using tie off techniques.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying calculate loads for anchors and ropes under normal conditions and in the event of a fall to determine fall distances.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM004 Lead climb multi pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as lead climber on four multi pitch climbs

work as second climber on four multi pitch climbs

across the climbs, collectively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

layaways

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each climb consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate devices and or knots

across the climbs, collectively establish these types of anchor systems:

multi-directional

uni-directional

self-equalising

across the climbs, collectively use the following rope systems

single rope

double rope technique

twin rope

across the climbs collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

belay climbers according to safety procedures, and complete the following:

two top rope top belayed ascents

two top rope bottom belayed ascents

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment for climbers and belayers to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions, advantages and disadvantages of different types of artificial anchors used as protection for lead climbing to include:

spring loaded camming devices

nuts, wires and hexes

pitons

techniques used to secure and remove the above types of protection

types of forces generated during lead climb falls, and how to calculate:

fall factor

fall distances

placement of artificial protection

features, functions, advantages and disadvantages of different types of anchor systems used in lead climbing:

multi-directional

uni-directional

self-equalising

features, functions and operation of climbing and belaying equipment used for multi pitch lead climbs on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

single rope

double rope technique

twin rope

top rope top belay

top rope bottom belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

principle of closing the system, advantages, disadvantages and methods used

types of personal and equipment safety checks completed prior to climbing and belaying

lead climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during lead climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

protecting seconder on traverse

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for multi pitch lead climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

stuck ropes

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where multi pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

slings

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM005 Establish belays for single pitch climbing on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for single pitch climbs on artificial surfaces. It requires the ability to select the climb route and to select and utilise fixed anchors. Artificial surfaces can be fixed or portable structures and rigging can be for indoor or outdoor environments.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of artificial features and select climb route. 1.3. Select a belay system suitable for the climb, conditions, and participant. 1.4. Choose a belay device suitable for the artificial surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for artificial surface climbs.	2.1. Select anchors and assess condition, including performance under likely load. 2.2. Set up belay system using existing anchors. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	estimate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM005 Establish belays for single pitch climbing on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for single pitch climbs on artificial surfaces for three different pitches

collectively set up the following types of systems:

top rope bottom belay

automatic belay

collectively select and use at least three different types of anchors

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for artificial surfaces:

season of operation, weather and environmental conditions for outdoor climbs

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

hazards specific to climbing on artificial surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors applicable to fixed or portable artificial climbing structures:

bolts

chains

bollards

eyelets

U bolts

beams

poles

wire cables

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope bottom belay

automatic belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on artificial surfaces:

belay systems:

top rope bottom belay

automatic belay

dynamic and static belays

belay devices:

automatic locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions for outdoor climbs on artificial surfaces

participant size, weight, and climbing ability

belayer to climber ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where rigging is completed for single pitch climbs on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM006 Establish belays for single pitch climbing on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for single pitch climbs on natural surfaces, and according to current conditions. It requires the ability to select the climb route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of natural features and select climb route. 1.3. Select a top or bottom belay system suitable for the climb, environmental conditions, and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface climbs.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Rig to minimise impact on the natural environment. 2.10. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures which can include those for safety checks and minimal impact to the environment.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM006 Establish belays for single pitch climbing on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for single pitch climbs on natural surfaces for three different pitches

collectively set up the following types of systems:

top rope top belay

top rope bottom belay

self belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for natural surfaces:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

environmental hazards specific to climbing on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for climbing on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

knobs of rock

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

top rope bottom belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on natural surfaces:

belay systems:

top rope top belay

top rope bottom belay

self belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and climbing ability

belayer to climber weight ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for climbs on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for single pitch climbs on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM007 Establish belays for multi pitch climbing on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for multi pitch climbs on natural surfaces, and according to current conditions. It requires the ability to select the climb route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors to establish belays for the lead climber and the second (or following) climbers.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of natural features and select climb route. 1.3. Select a top or bottom belay system suitable for the climb, environmental conditions, and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface climbs.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturer’s recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Rig to minimise impact on the natural environment. 2.10. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures which can include those for safety checks and minimal impact to the environment.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM007 Establish belays for multi pitch climbing on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for multi pitch climbs on natural surfaces for three different pitches

collectively set up the following types of systems:

double rope technique

single rope systems suitable for single rope techniques

lead climber belay

second (or following) climber belay

self belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for natural surfaces:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

environmental hazards specific to climbing on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for climbing on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

knobs of rock

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single component failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

lead climber belay

second (or following) climber belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on natural surfaces:

rope and belay systems:

double rope technique

single rope systems suitable for single rope techniques

lead climber belay

second (or following) climber belay

self belay

dynamic and static belays

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and climbing ability

belayer to climber weight ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturer’s specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for climbs on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational multi pitch climbs on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch top rope climbing activities on artificial surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch top rope climbing and belaying techniques for artificial surfaces. To do this, leaders must be proficient in single pitch top rope climbing skills which are covered by other units.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch top rope climbing and belaying techniques for artificial surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch top rope climbing activities on artificial surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch top rope climbing activities on artificial surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch top rope climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch top rope climbing activities on artificial surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

incidents that can occur during climbs, and rescue techniques used to resolve, both direct and indirect techniques

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where single pitch top rope climbs are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch, top rope climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch, top rope climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch top rope climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch, top rope climbing and belaying techniques for natural surfaces	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch, top rope climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch, top rope climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch, top rope climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch, top rope climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch top rope climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

slings

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch, lead climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch lead climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch lead climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch lead climbing and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch, lead climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch, lead climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch, lead climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch, lead climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during multi pitch, lead climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct multi pitch lead climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in multi pitch lead climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate multi pitch lead climbing and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise multi pitch, lead climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during multi pitch lead climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three multi pitch, lead climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions on natural surfaces

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to multi pitch, lead climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, transfer stations and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where multi pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions on natural surfaces.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE001 Paddle a craft using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a craft as part of a group on small inland flatwater areas such as small lakes, dams and rivers according to planned courses. It requires the ability to self-rescue from a capsize.

The unit provides skills to paddle a canoe, sit in or sit on top kayak on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot, and where there is ease of access to the shore; within 400 metres.

It applies to assistant leaders and support staff who use these skills when assisting with the delivery of paddling activities for groups of participants. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Access and interpret activity plans, and clarify any details. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre small crafts on flatwater.	2.1. Embark and launch craft from bank, shore or jetty while maintaining stability. 2.2. Control direction of craft forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle craft. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between craft and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the craft in a controlled manner, following a capsize, and recover paddle. 3.2. Follow instructions from leader or other party members to complete deep water self-rescue. 3.3. Re-enter craft and assess personal ability to continue with paddle session. 3.4. Manoeuvre an upturned craft to shore or to rescue craft, when unable to re-enter.
4. Land and secure canoes.	4.1. Land and disembark craft at bank, shore or jetty while maintaining stability. 4.2. Secure craft to bank, shore or jetty using appropriate knots. 4.3. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively work within teams

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE001 Paddle a craft using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group paddle trips

during each trip consistently:

consistently supervising leader’s directions

control direction of craft forward, in reverse and change direction using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

stern rudder

low support

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for paddling activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

types of footwear suitable for paddling including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and functions of lifejackets and helmet suitable for flatwater conditions and how to fit and adjust these for comfort and safety

location and function of different parts of the craft being paddled

types of paddles suitable for use with selected craft in flatwater conditions

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry paddle craft

equipment features and techniques used to secure craft for transportation

communication protocols for group paddling activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and flatwater rivers sufficient to understand the impacts on paddling activity

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark craft from bank, shore or jetty

secure craft s to bank, shore or jetty

a range of strokes used in flatwater conditions to direct canoes forward, in reverse and change direction:

forward and reverse paddle

forward and reverse sweeps

low support

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hands through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted craft

methods used to control and manoeuvre the paddle and craft to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from craft, and equipment used to assist

techniques used to re-establish upright craft and re-enter in deep water.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot

easy access to shoreline; within 400 metres .

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during paddling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmet as required

pea-less whistles not affected by water

open canoes, sit in or sit on kayak, which can include singles and doubles

canoe or kayak paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing or kayak leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE002 Paddle a canoe on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on flatwater.	2.1. Embark and launch canoe from bank, shore or jetty while maintaining stability. 2.2. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned canoe to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter canoe.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure canoes.	5.1. Land and disembark canoe at bank, shore or jetty while maintaining stability. 5.2. Secure canoe to bank, shore or jetty using appropriate knots. 5.3. Secure canoe for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE002 Paddle a canoe on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle on one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of canoes forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes

feathered and sculling draw

forward J stroke

low support

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X)rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for flatwater conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in flatwater conditions and location and function of different parts of the canoe

types of paddles suitable for use with canoes used in flatwater conditions,

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on canoeing activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms, strong wind

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark canoes from bank, shore or jetty

secure canoes to bank, shore or jetty

a range of strokes used in flatwater conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

feathered and sculling draw

feathered pry

forward J stroke

low support

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to flatwater conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe on a planned course as part of a group on waterways that feature slow moving water conditions. It covers the skills to paddle on rivers, up to grade 1, and on large open bodies of water such as lakes or dams.

For rivers, grade 1 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. These rivers have long stretches of slow moving water that could feature regular small waves and or riffles, relatively few obstacles and an easy passage to find and follow. Large bodies of water also feature slow moving water conditions.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on slow moving water.	2.1. Embark and launch canoe from bank while maintaining stability. 2.2. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned canoe to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter canoe.
4. Perform deep water rescues in slow moving river conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure canoes.	5.1. Land and disembark canoe at bank while maintaining stability. 5.2. Select a secure bank feature and secure canoe using appropriate knots. 5.3. Secure canoe for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of canoes forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

feathered and sculling draw

cross bow draw

low support

forward and reverse J stroke

feathered pry

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for slow moving water conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in slow moving water conditions and:

location and function of different parts of the canoe

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with canoes used in slow moving water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 1 rivers

examples of local rivers attributed as slow moving and any that are grade 1

hydrological features of slow moving water sufficient to understand the impacts on canoeing activities

typical hazards associated with paddling and swimming in slow moving water conditions, and techniques used to safely negotiate these:

currents

eddies

strainers

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms, strong wind

prolonged emersion in cold water

techniques used on slow moving water to:

embark, launch, land and disembark canoes from bank

secure canoes to bank

a range of strokes used in slow moving water conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

cross bow draw

feathered and sculling draw

low support

forward and reverse J stroke

feathered Pry stroke

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in slow moving water conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to slow moving water conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl

modified Capistrano

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

canoe helmets as required

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE004 Paddle a canoe on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe as part of a group on inland rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on grade 2 rivers.	2.1. Select suitable location, embark and launch canoe using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre canoe. 2.3. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support canoe using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 4.2. Maintain appropriate body position in water to minimise entrapment and injury. 4.3. Manoeuvre the paddle and upturned canoe to shore or to rescue craft. 4.4. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.5. Use techniques when in deep water to empty water and re-enter canoe.
5. Perform deep water rescues in grade 2 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure canoes.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark canoe using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure canoe using appropriate knots. 6.4. Secure canoe for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE004 Paddle a canoe on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land canoes to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of canoes forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow and cross bow draw

feathered pry

feathered and sculling draw

low support using back and front of blade

forward and reverse J stroke

emergency stop

utilise the following techniques while consistently controlling the canoe:

combining strokes to effectively manoeuvre the canoe

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the canoe and negotiating rapids

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in grade 2 river conditions and:

location and function of different parts of the canoe

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with canoes used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes to the bank and for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark canoes in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 2 river conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow and cross bow draw

feathered pry

feathered and sculling draw

low support using back and front of blade

forward and reverse J stroke

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre canoes in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the canoe and negotiating rapids

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to grade 2 river conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

bailing devices

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE005 Lead canoeing activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on flatwater areas according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to flatwater conditions. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to flatwater conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise flatwater canoeing activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during flatwater canoeing activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE005 Lead canoeing activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on waterways that feature slow moving water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to slow moving water conditions. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to slow moving river conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canoeing activities on slow moving water.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canoeing activities on slow moving water.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

after each determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities on slow moving water:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

canoe helmets as required

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE007 Lead canoeing activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to grade 2 rivers. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canoeing activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canoeing activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE007 Lead canoeing activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief.

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE001 Traverse caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to travel through caves which feature frequently travelled tracks and a range of formations and features that may or may not be reliably marked on maps. It requires the ability to safely negotiate a range of terrain obstacles, hazards and cave formations using techniques that minimise environmental damage to the cave.

It applies to leaders, guides or instructors who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for horizontal caving activities.	1.1. Obtain information on the features, formations and particular hazards for local caves. 1.2. Obtain and become familiar with cave maps, as available, and identify features that will assist with navigating the cave. 1.3. Plan a route and determine contingency routes and emergency escapes. 1.4. Select clothing, footwear and personal protective equipment suitable for caving conditions and activities. 1.5. Confirm activity safety and emergency response procedures, and minimal impact caving codes to ensure compliance during activities. 1.6. Confirm protocols for communications between party members. 1.7. Complete equipment safety checks prior to caving activities.
2. Navigate in caves.	2.1. Follow a route in a cave using a map, compass and underground navigation aids. 2.2. Use techniques to estimate distance travelled. 2.3. Identify features in the cave using map and compass to maintain route. 2.4. Make minor adjustments to route according to prevailing conditions, and navigate using aids, map and compass as required.
3. Travel through caves.	3.1. Maintain close contact and effective communication with party members throughout all activities. 3.2. Safely approach, and negotiate obstacles, hazards and cave terrain to minimise risk of injury. 3.3. Select and use caving techniques suitable to circumstances to move efficiently through caves. 3.4. Utilise a range of climbing techniques to explore caves. 3.5. Use techniques that minimise damage to equipment and the cave environment throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret complex and potentially unfamiliar technical information about routes and environmental features.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, depths, gradients and degrees.
Problem-solving skills to:	readily adapt to changing situations and terrain by selecting appropriate techniques and equipment to traverse caves efficiently.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE001 Traverse caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three caving trips and collectively:

navigate three pre-planned routes using maps, compass and underground navigation aids

utilise options provided in Assessment Conditions to determine two minor adjustments to routes

across the three trips, use at least three of the following techniques when traversing caves:

squeezing

crawling

rock scrambling

stooping

chimneying

bridging

walking through stream passages

during each caving trip, consistently:

follow safety procedures and safely negotiate hazards

comply with minimal impact caving codes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

the key contents of caving codes, in particular those issued by the Australian Speleological Federation (ASF) including:

minimal impact caving code

code of ethics

minimal impact techniques specific to the caving environment and why these are important to cave conservation:

avoiding sensitive areas and not accessing restricted areas

keeping to well used or marked tracks

avoiding disturbance to cave fauna, nests and bones

taking care with hand and foot placement

avoiding or minimising eating in caves, or eating over containers to avoid spillage

removing all general and human (toileting) waste

features of different types of local caves and cave formations sufficient to understand the overall characteristics of the cave setting and its particular hazards

trusted sources and technologies used to access cave maps and guides for the region or locality

characteristics of different types of cave maps, their different uses and advantages and disadvantages:

detailed cave maps

developed long sections

maps with wall details and labels

symbols contained on cave maps and what they represent, and other information found on maps:

scale

map legend

magnetic declination

markers

gradient

distance

tracks

water depth

cross sections

significant cave features including speleothems

map and compass techniques used to:

calculate bearings

orientate map to surroundings

determine location and maintain a designated route

techniques used to estimate distance travelled within caves

types of navigation aids found in caves and how these can assist with navigation:

track markers

built infrastructure

natural cave features including speleothems, water direction and air flow

purpose, features, and correct fit for safety, of personal protective equipment for cavers to include:

clothing

footwear

gloves

caving helmets

headlamps

techniques used during cave traverses to include those for:

squeezing

crawling

rock scrambling

stooping

chimneying

bridging

walking through stream passages

communication protocols used between cavers to include:

calls

hand signals

whistles

typical hazards associated with horizontal caving activities, and techniques used to safely negotiate these:

falling rocks, water, debris

slippery or unstable terrain

narrow passages

sharp edges

vertical squeezes

darkness

unstable roof and floor

rising waters

elevated carbon dioxide levels.

Assessment Conditions

Skills must be demonstrated in natural caves which feature frequently travelled tracks and a range of formations and features which may or may not be reliably marked on maps.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during caving activities

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve adjusting planned routes

personal protective equipment to include:

gloves

caving helmets

headlamps

compasses

containers for the removal of liquid and solid waste including those for human waste

cave maps and guides

caving codes including those issued by the Australian Speleological Federation (ASF):

minimal impact caving code

code of ethics

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE002 Descend and ascend ladders in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to descend and ascend vertical pitches in caves using ladders. It also requires the ability to belay ladder climbers during descents and ascents and to self-belay.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ladder descent or ascent.	1.1. Select clothing, footwear and personal protective equipment suitable for the caving activity and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Identify position of ladder in relation to natural features to account for obstacles, hazards and techniques. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to descent, ascent, or belaying.
2. Descend and ascend and vertical ladders in caves.	2.1. Use safety procedures at bottom, top of and throughout descents and ascents to minimise risk to self and others present. 2.2. Use appropriate posture and fluent laddering techniques to descend and ascend cave ladders. 2.3. Utilise techniques for resting on a ladder to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout descents and ascents. 2.6. Use techniques that minimise damage to equipment and the cave environment during climbs.
3. Belay ladder climbers during descents and ascents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.
4. Self-belay during ladder descents and ascents.	4.1. Attach self to suitable belay device for climb with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and laddering techniques to execute self-belayed ladder descents and ascents. 4.3. Control self-belay system to execute safe and controlled ladder descents and ascents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete climb.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes and ladders to determine appropriate tension for climbing and belaying.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE002 Descend and ascend ladders in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following ladder climbs in natural caves:

two descents with a belayer

two ascents with a belayer

two self-belayed descents

two self-belayed ascents

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to descend and ascend in a controlled manner

connect self to belay system using appropriate device and or knots

complete two additional self-belayed climbs, simulating a self-arrest and self-rescue to complete the climb

belay ladder climbers according to safety procedures, and complete the following:

one top rope, top belayed descent

one top rope, top belayed ascent

one top rope, bottom belayed descent

one top rope, bottom belayed ascent

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for laddering in caves to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of laddering equipment used in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

caving ladders

personal attachment systems, including cow’s tails

Prusik cord

mechanical ascenders

belay systems:

top rope top belay

top rope bottom belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to climbing and belaying

laddering techniques and appropriate posture for:

descending and ascending caving ladders

resting on ladders

self-belayed ladder descents and ascents

techniques for belaying others during ladder climbs in caves to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between climbers and belayers in caves to include:

calls

hand signals

whistles

typical hazards associated with vertical laddering in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

rope and ladder tangles

broken or damaged rungs

how to care for laddering equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to the cave environment when descending and ascending caving ladders.

Assessment Conditions

Skills must be demonstrated in a natural cave where ladders are used as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during caving activities

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

laddering equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

tape or sewn sling

caving ladders

personal attachment systems, including cow’s tails

Prusik cords

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE003 Abseil single pitches in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches in caves. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the cave abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the cave abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil vertical cave pitches.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the cave environment during abseil.
3. Belay abseilers during cave descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during cave descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE003 Abseil single pitches in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils in natural caves:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in caves to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

caving abseiling techniques, and appropriate posture for descents to include those for:

walking backwards on wet and dry surfaces

self-belayed descents

techniques for belaying others during cave abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch abseiling in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

tangled rope

how to care for abseiling equipment during caving activities to avoid damage, and promote long lifespan

techniques used to minimise damage to the cave environment when abseiling in caves.

Assessment Conditions

Skills must be demonstrated in a natural cave where single pitch abseils are completed as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during caving activities

personal protective equipment to include:

caving helmets

headlamps

gloves

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE004 Descend and ascend single ropes in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use single rope techniques to descend and ascend ropes in a caving environment.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the single rope descent or ascent.	1.1. Select clothing, footwear and personal protective equipment suitable for the caving activity and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Identify position of fixed rope in relation to natural features to account for obstacles, hazards and techniques. 1.4. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.5. Complete equipment safety checks prior to descent or ascent.
2. Descend and ascend a pitch using single rope techniques.	2.1. Descend and ascend a fixed rope efficiently, using and adjusting techniques suitable for circumstances. 2.2. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 2.3. Utilise techniques and equipment to adjust the single rope rig. 2.4. Choose optimum position and complete safe and efficient changeovers between descending and ascending. 2.5. Use descending and ascending equipment for redirections and re-belays. 2.6. Use techniques that minimise damage to equipment and the cave environment during activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for ascents and descents.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE004 Descend and ascend single ropes in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following activities in natural caves using single rope techniques:

three descents

three ascents

during the descents and ascents collectively use the following single rope techniques:

changeovers from descending to ascending

changeovers from ascending to descending

redirections and re-belays

changeover to another system while suspended on a rope

during each activity, consistently:

connect self to belay system and anchors using appropriate device and or knots

follow safety procedures and safely negotiate hazards to descend and ascend in a controlled manner by both:

bypassing obstacles

raising body weight.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for cavers to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of equipment used for single rope descents and ascents in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

foot loops

mechanical ascenders

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching self to belay system

attaching self to anchor

safety requirements at the pitch head including use of personal attachment systems

types of personal and equipment safety checks completed prior to descents and ascents

how to care for equipment during caving activities to avoid damage, and promote long lifespan

techniques used to adjust the rope rig to include those for changing:

cord length

types of descenders and ascenders

type of ascending action used

single rope techniques used in caves to:

descend and ascend a fixed rope

lock off during descent

changeover from descending to ascending

changeover from ascending to descending

complete redirections and re-belays

changeover to another system while suspended on a rope

avoid obstacles and rope knots during descents and ascents including bypassing and by raising body weight

typical hazards associated with single rope descents and ascents in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

tangled rope

techniques used to minimise damage to the cave environment when descending and ascending single ropes.

Assessment Conditions

Skills must be demonstrated in a natural cave where single rope descents and ascents are used as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

single rope abseiling equipment:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE005 Establish ropes, ladders and belays for caving

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems, ropes and ladders suitable for single pitch recreational caving activities, and according to current conditions. It requires the ability to select the route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the cave abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select a belay system suitable for the abseil or climb, environmental conditions and participant. 1.4. Choose a belay device suitable for the cave conditions and belayer. 1.5. Select other equipment to suit abseil or climb requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up caver belay system for caving.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation, and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches and ladders for caving.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Rig ladders for ease of use and safety. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise risk of cross loading and miss-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the cave environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE005 Establish ropes, ladders and belays for caving

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseiling and laddering in caves for four different pitches

collectively set up the following types of systems:

cave ladders

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques, including rigs for redirections and re-belays

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for caving environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling or climbing skill level

group objectives and size

environmental hazards specific to abseiling and climbing in caves and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler or climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used in caves:

fixed artificial:

threads

bolts

chains

naturally occurring:

trees

in cave natural bollards and jug handles

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

miss-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling, climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

abseiler or climber descending under control

abseiler or climber fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler or climber to impact with hazards, or become entangled

features, functions, advantages and disadvantages of laddering, abseiling and belay equipment used in caves:

abseiling, climbing and belay systems for:

cave ladders

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

rope protectors

caving ladders

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

foot loops

mechanical ascenders

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling or climbing ability

belayer to climber weight ratio

cumulative load for group size and number of abseils or ladder climbs

abseiling and laddering techniques to be used

distance, height and angle of anchor relative to abseil or climb position

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

techniques used to establish descending and ascending equipment for redirections and re-belays

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling and laddering equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseiling and laddering in caves and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in a natural cave where rigging is completed for recreational single pitch abseiling and laddering.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

caving ladders

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE006 Lead caving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during caving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct caving activity techniques which might include abseiling, laddering, navigation and negotiation of cave formations when traversing caves. To do this, leaders must be proficient in caving skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate caving activity techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise caving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during caving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE006 Lead caving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three caving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for caving activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to caving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a natural cave used for recreational caving activities which may include fundamental abseiling and laddering, and traversing caves using fundamental techniques for navigation and negotiating cave formations, e.g. rock scrambling.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

activity equipment relevant to activities which might include abseiling and laddering equipment

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for caving activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT001 Set up, maintain and repair bicycles

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, set up and maintain bikes used for recreational cycling activities. It requires the ability to set up bikes to meet the requirements of pre-planned cycling activities and terrain, as well as for participant characteristics. It covers the ability to maintain and repair bike system components. Repairs can be completed both at base and in the field during activities.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to personnel working at all levels including activity assistants, support staff and leaders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and set up bikes.	1.1. Identify, from activity plans, characteristics and abilities of participants, and activity terrain and route. 1.2. Select bikes to meet needs, size and proportions of riders and activity conditions. 1.3. Make required adjustments to ensure bikes are correct fit for riders and suitable for terrain requirements. 1.4. Complete pre-departure safety and serviceability checks and action faults according to organisational procedures.
2. Maintain and repair bicycles.	2.1. Use personal protective equipment and safe manual handling techniques throughout all activities. 2.2. Interpret and follow maintenance schedules and manufacturers' instructions. 2.3. Inspect bikes periodically to identify additional repair and maintenance requirements. 2.4. Clean bikes and parts using appropriate cleaning agents to prevent corrosion and deterioration. 2.5. Complete periodical maintenance on bicycle system components to restore equipment to optimum working condition. 2.6. Complete repairs according to reports or in response to incidents as they arise, at base or in the field. 2.7. Refer complex repair and maintenance requirements to technical specialists. 2.8. Complete maintenance records according to organisational procedures. 2.9. Assemble an in-field repair kit for use during activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret factual activity plan information and maintenance schedules in familiar formats interpret potentially unfamiliar and complex manufacturer instructions and specifications.
Writing skills to:	complete basic documents requiring factual information including fault tags and maintenance records.
Numeracy skills to:	complete bike measurements to approximate best fit for participants complete basic calculations involving ratios to dilute cleaning products identify and calculate accurate bicycle system settings and adjustments from specifications.
Planning and organising skills to:	manage own timing to complete bike preparations, repairs and maintenance within departure deadlines.
Technology skills to:	use specialist bicycle tools and equipment.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT001 Set up, maintain and repair bicycles

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

according to activity plans for three cycling activities operated in three different conditions:

select bicycles suited to conditions

assemble an in-field repair kit, including tools and spare parts, suited to conditions

adjust a total of three bicycles to suit the size of different participants and collectively make the following adjustments:

saddle position and height

handlebar height and width

distance from saddle to handlebars

position of gears and brakes

complete pre-departure safety and serviceability checks on a total of two bicycles to include those for:

legally required accessories e.g. bells, reflectors, lights

handlebars and plugs

wheels, hubs and spokes

suspension

headsets

tyre condition and tyre pressure

chains and gears

brakes

bolts or quick release skewers

clean and service the following bicycle systems, collectively across two different bikes:

frame

drivetrain

steering

brakes

suspension

wheels and hubs

tyres, including two puncture repairs

accessories

across the services, collectively :

remove, adjust and refit a total of two components

identify a total of two worn or damaged components and replace

lubricate components

complete maintenance records for each bike serviced.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for completing repairs, maintenance and safety and serviceability checks

different types of bikes used for recreational cycling activities, their differing construction features and how features are suited to different surfaces and terrain:

road bikes

mountain bikes

hybrid bikes

fixed gear

how these factors that affect the selection of bikes:

participant characteristics:

age, height, reach and weight

current cycling experience and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

cycling surface:

sealed roads, formed bike paths or trails

unsealed surfaces - gravel roads, fire trails, single track, open or rocky ground

gradient of terrain

manufacturers' specifications for bike use

bike sizing guidelines, and how to take measurements to suit rider size, for:

road bikes

mountain bikes

hybrid bikes

types of adjustments made to bikes to suit participant characteristics, surface and terrain and how to make these:

saddle position and height

handlebar height and width

distance from saddle to handlebars

position of gears and brakes

suspension

tyre pressure including range of suitable pressures

types of pre-departure safety and serviceability checks, how to complete these and what tools would be used, to include those for:

legally required accessories e.g. bells, reflectors, lights

handlebars and plugs

wheels, hubs and spokes

suspension

headsets

tyre condition and tyre pressure

chains and gears

brakes

components and key operational features of these bicycle systems:

frame

drivetrain

steering

brakes

suspension

wheels and hubs

tyres

accessories

for each of the above systems:

how to remove, adjust and refit components

how to identify worn or damaged components for replacement

cleaning requirements and techniques

lubrication requirements, as relevant

types of repairs referred to specialist technicians

for tyres, how to remove tubes, repair punctures and re-inflate

different types of cleaning products and how these are used on different bike parts:

cleaning solutions and sprays for removing mud and dirt

degreasers for cleaning chains and other moving parts

brake cleaners

suspension solutions and sprays

rust prevention polishes and sprays

types and use of tools and equipment used to maintain and repair bicycles including those typically used in the field

spare parts typically carried in the field

safe manual handling techniques for bending, lifting and carrying heavy equipment during maintenance tasks

types and correct use of personal protection equipment for maintaining bicycles

a range of formats for and inclusions of maintenance documents:

fault tags and reports

repair and maintenance reports.

Assessment Conditions

Skills can be assessed in the field or in an operational depot or a combination, provided that the situation is appropriate to the repair or maintenance task.

A depot can be:

an industry workplace or

a simulated industry environment set up for the purposes of assessment.

Assessment must ensure use of:

personal protective equipment for repair and maintenance activities

bicycles of different types which can include:

road bikes

mountain bikes

hybrid bikes

spare parts for all bicycle system components

tools used to maintain and repair bicycles:

Allen keys

cassette remover

chain breaker

chain whip

crank puller and crank wrench

pliers, cable cutting pliers

pressure gauge

pumps and connectors

puncture repair kit

screwdrivers

spanners: ring, open ended, shifting, two cone, pedal, headset, sockets and ratchets

spoke key

tyre levers

lubricants

cloths, stiff and soft brushes used for cleaning

cleaning products for bikes to include:

agents for removing mud and dirt

degreasers

brake cleaners

suspension cleaners

rust prevention agents

participant profiles

activity plans

manufacturer’s cleaning, repair and maintenance instructions

template maintenance documents:

fault tags and reports

repair and maintenance reports

organisational:

procedures for completing repairs, maintenance and safety and serviceability checks

maintenance schedules.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational cycling programs, or as a bicycle technician, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT002 Ride bicycles on roads and pathways, easy conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride road bicycles as part of a group on easy road terrain, in lightly trafficked and other areas and according to planned routes.

Easy road terrain is defined as on sealed roads and sealed or unsealed, but compacted, off-road pathways over gentle gradients, with no steep ascents or descents. Light vehicular traffic would be present on roads with routes confined to minor roads.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with motorists. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles in easy road and pathway conditions.	2.1. Mount and dismount bike safely while maintaining balance. 2.2. Control speed of bike using techniques suitable for sealed and compacted surfaces, to smoothly pedal, change gears and brake. 2.3. Establish and maintain an appropriate riding rhythm and pace to minimise fatigue, strain and injury. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through wide bends and around corners. 2.5. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation.
3. Negotiate hazards, obstacles and gentle gradients.	3.1. Modify riding technique to account for changes in gradient, on and off road surfaces. 3.2. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Choose and maintain posture and body position appropriate for negotiating gentle ascents and descents. 3.4. Utilise smooth and timely gear changes to assist pedalling effort when negotiating gentle ascents.
4. Negotiate minor roads in light vehicular traffic	4.1. Maintain appropriate position on the road to avoid collisions with vehicles and other users. 4.2. Monitor traffic conditions at minor intersections and roundabouts to safely negotiate a course of travel. 4.3. Monitor driveways and other situations for cars entering the traffic. 4.4. Ride at an appropriate speed for traffic conditions. 4.5. Maintain effective communication with party members, motorists and other users throughout all activities. 4.6. Ensure compliance with road rules and etiquette applicable to cycling.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT002 Ride bicycles on roads and pathways, easy conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cycling trips each taking a different route

during each trip:

utilise effective cycling techniques, modified to account for changes in surface, to:

mount and dismount without assistance on the flat

use efficient cadence for flat terrain and gentle gradients

execute timely and smooth gear changes, including for gentle ascents and descents

brake smoothly, including for gentle descents, negotiate corners and wide bends, using weight shift

choose and maintain appropriate body position and posture, including for flat terrain and gentle ascents and descents

ride in bunch formation for two short sections

consistently maintain a safe position on the road, pathway or trail, follow safety procedures and safely negotiate traffic conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for cycling activities

clothing and footwear suitable for cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear including specialist cycling shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of bicycle saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of cyclists and with motorists and other users to include:

calls

hand signals

whistles, use of bike bell

effective riding techniques for cycling on sealed roads and sealed or unsealed off-road pathways:

mounting and dismounting without assistance on the flat

using efficient cadence for flat terrain and gentle gradients

gear selection and timely and smooth changing of gears

smooth braking

weight shifting to negotiate corners and wide bends

changing posture and body position; sitting and standing and when both are effective

negotiating flat terrain and gentle ascents and descents

riding in bunch formation, and when this is appropriate

how techniques would be modified to account for changes in gradient and surface

safe position on minor roads and pathways to avoid collisions with motorists and other uses

defensive cycling techniques applicable to riding on minor roads and in light traffic

typical hazards associated with cycling on sealed roads and sealed or unsealed off-road pathways, and techniques used to safely negotiate these:

bridges

water on road

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to cycling in groups and used with motorists and other users

road rules applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads and sealed or unsealed, but compacted, off-road pathways

gentle gradients with no steep ascents or descents

minor roads with light vehicular traffic.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

cycling route maps and guides

organisational safety and emergency response procedures for cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride road bicycles as part of a group on both moderate road terrain and in heavily trafficked areas, according to planned routes.

Moderate road terrain is defined as on sealed roads over moderate ascents and descents. Terrain would vary across routes and would likely include a combination of gradients upwards from flat. Heavy vehicular traffic would be present and routes could cover major open roads and those within built up areas.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with motorists. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles on moderate road conditions.	2.1. Mount and dismount bike safely, on different road gradients, while maintaining balance. 2.2. Control speed of bike using techniques suitable for sealed surfaces and changing gradients, to smoothly pedal, change gears and brake. 2.3. Establish and adjust riding rhythm and pace to minimise fatigue, strain and injury over changing gradients. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through winding bends and around corners. 2.5. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation, according to ability over changing gradients.
3. Negotiate hazards, obstacles and moderate gradients.	3.1. Modify riding technique to account for changes in gradient and road surface. 3.2. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Establish and maintain posture and body position appropriate for negotiating moderate ascents and descents. 3.4. Utilise smooth and timely gear changes to assist pedalling effort when negotiating moderate ascents. 3.5. Maintain steady pace to ascend moderate inclines. 3.6. Utilise smooth and timely brake and balance techniques to descend moderate inclines under control.
4. Negotiate major roads in heavy vehicular traffic	4.1. Maintain appropriate position on the road to avoid collisions with vehicles and other users. 4.2. Monitor traffic conditions at major intersections and roundabouts to safely negotiate a course of travel. 4.3. Monitor driveways and other situations for cars entering the traffic. 4.4. Ride at an appropriate speed for heavy and variable traffic conditions. 4.5. Maintain effective communication with party members, motorists and other users throughout all activities. 4.6. Ensure compliance with road rules and etiquette applicable to cycling.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cycling trips each taking a different route

during each trip:

utilise effective cycling techniques, modified to account for ongoing changes in gradient, to:

mount and dismount without assistance on moderate inclines and declines

efficiently pedal and maintain steady cadence through use of gears

execute timely and smooth gear changes including for moderate ascents and descents

brake smoothly, including for moderate descents

negotiate corners, sweeping and winding bends using weight shift

choose and maintain appropriate body position and posture, including for moderate ascents and descents

maintain a steady pace when ascending moderate inclines

ride in bunch formation for two short sections

consistently maintain a safe position on the road, follow safety procedures and safely negotiate heavy traffic conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for cycling activities

clothing and footwear suitable for cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear including specialist cycling shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of bicycle saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of cyclists and with motorists and other users to include:

calls

hand signals

whistles, use of bike bell

effective riding techniques for cycling on sealed roads:

mounting and dismounting without assistance on different road gradients, including moderate inclines and declines

efficient pedalling and maintaining steady cadence through use of gears

gear selection and timely and smooth changing of gears

smooth braking, including for moderate descents

weight shifting to negotiate corners, sweeping and winding bends

changing posture and body position; sitting and standing and when both are effective

negotiating moderate ascents and descents

maintaining a steady pace when ascending moderate inclines

riding in bunch formation and when this is appropriate

how techniques would be modified to account for changes in gradient from flat to moderate

safe position on roads to avoid collisions with motorists and other users for:

major open roads

those within built up areas

defensive cycling techniques applicable to riding on major roads and in heavy traffic

typical hazards associated with cycling on sealed roads, and techniques used to safely negotiate these:

bridges

water on road

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to cycling in groups and used with motorists and other users

road rules applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads

a combination of road gradients upwards from flat terrain to moderate inclines

moderate ascents and descents

heavy vehicular traffic on either open roads or those within built up areas or a combination.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

cycling route maps and guides

organisational safety and emergency response procedures for cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT004 Ride off road bicycles on easy trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride mountain or other off road bicycles as part of a group on easy trails and according to planned routes.

This unit provides the skills to cycle off road on easy trails defined as trails that are likely to be a combination of fire road and wide single tracks with a gentle gradient, smooth surface and relatively free of unavoidable obstacles. The trail surface is mostly firm and stable but may have obstacles such as small logs, roots and rocks, and some areas of loose surface. Climbs and descents are mostly shallow but may include some moderately steep sections.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

When on road, cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and trail maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with other trail users. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles off road in easy trail conditions.	2.1. Mount and dismount bike safely, on both smooth and uneven trail surfaces, while maintaining balance. 2.2. Control speed of bike using techniques suitable for off road smooth and uneven tread, to pedal, change gears and brake. 2.3. Select and adjust cadence appropriate for differing trail surfaces and gradient. 2.4. Adopt appropriate riding rhythm and pace to minimise fatigue, strain and injury and adjust according to trail conditions. 2.5. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through bends and corners. 2.6. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation. 2.7. Maintain effective communication with party members and motorists and other users throughout all activities. 2.8. Ensure compliance of self and party members with road rules and etiquette applicable to off road cycling.
3. Negotiate hazards, obstacles and gentle gradients.	3.1. Monitor trail for vehicles and other users, select and adjust appropriate riding position to avoid collisions. 3.2. Modify riding technique, posture and body position to account for trail surface obstacles. 3.3. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.4. Choose and maintain posture and body position appropriate for negotiating gentle ascents and descents. 3.5. Utilise smooth and timely gear changes to assist pedalling effort when negotiating gentle ascents.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT004 Ride off road bicycles on easy trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group off road cycling trips each taking a different route

during each trip:

consistently maintain a safe position on the trail, follow safety procedures and safely negotiate hazards

utilise effective off road cycling techniques, modified to account for trail surface obstacles, to:

mount and dismount without assistance on both smooth and uneven trail surfaces

use efficient cadence for smooth and uneven trail surfaces, flat terrain and gentle gradients

execute timely and smooth gear changes, including for gentle ascents and descents

brake smoothly, including for gentle descents

negotiate corners and bends, using weight shift and other off road bike corning techniques

choose and maintain appropriate body position and posture, including for flat terrain and gentle ascents and descents

ride in bunch formation for two short sections.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for off road cycling activities

clothing and footwear suitable for off road cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear for off road cycling including specialist mountain bike shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of mountain bike saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of off road cyclists and with other trail users to include:

calls

hand signals

whistles, use of bike bell

for off road cycling on easy trails:

safe position on trails to avoid collisions with motorists and other users

effective riding techniques for:

mounting and dismounting without assistance on both smooth and uneven trail surfaces

using efficient cadence for smooth and uneven trail surfaces, flat terrain and gentle gradients

gear selection and timely and smooth changing of gears

smooth braking

weight shifting to negotiate corners and bends

cornering off road bikes

changing posture and body position; sitting and standing and when both are effective

negotiating flat terrain and gentle ascents and descents

riding in bunch formation, and when this is appropriate on trails

how techniques would be modified to account for trail surface obstacles and changes in gradient

typical hazards associated with cycling off road on easy trails, and techniques used to safely negotiate these:

small logs, roots and rocks

loose surface

ruts and corrugations

bumps

berms

depressions

pot holes

overhanging vegetation

bridges

drainage grates

water on road and slippery surfaces

vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to off road cycling in groups and used with other trail users

road rules that are applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

easy trails that may combine fire roads and wide single tracks

a trail surface which is mostly smooth, firm and stable but may have obstacles such as small logs, roots and rocks

gentle gradient; climbs and descents which are mostly shallow but may include some moderately steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

trail route maps and guides

organisational safety and emergency response procedures for off road cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT005 Ride off road bicycles on intermediate trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride mountain or other off road bicycles as part of a group on intermediate trails and according to planned routes.

This unit provides the skills to cycle off road on intermediate trails defined as those that are likely to be a single trail with moderate gradients, variable surface and obstacles. Sections of the trail will have rocky or loose tread with obstacles such as logs, roots and rocks. Climbs and descents are mostly of moderate gradient but may include steep sections.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

When on road, cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and trail maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between party members and with other riders. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles off road in intermediate trail conditions.	2.1. Mount and dismount bike safely, on different trail surfaces and gradients, while maintaining balance. 2.2. Control speed of bike using techniques suitable for rocky and loose tread and changing gradients, to pedal, change gears and brake. 2.3. Select and adjust cadence appropriate for rocky, loose and variable tread and changing gradients. 2.4. Adopt appropriate riding rhythm and pace to minimise fatigue, strain and injury and adjust according to trail conditions. 2.5. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through bends and tight corners. 2.6. Monitor party formation, riding pace and space between riders and adjust own position and pace according to conditions. 2.7. Maintain effective communication with party members and other riders throughout all activities. 2.8. Ensure compliance of self and party members with etiquette applicable to off road cycling.
3. Negotiate hazards, obstacles, moderate and steep gradients.	3.1. Monitor trail for other riders, select and adjust appropriate riding position to avoid collisions. 3.2. Modify riding technique, posture and body position to account for ongoing trail surface obstacles. 3.3. Control line of direction and speed to safely approach, and negotiate obstacles. 3.4. Choose and maintain posture and body position appropriate for negotiating moderate and steep ascents and descents. 3.5. Utilise smooth and timely gear changes to assist pedalling effort when negotiating moderate and steep ascents. 3.6. Utilise timely brake and balance techniques to descend moderate and steep inclines under control.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT005 Ride off road bicycles on intermediate trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group off road cycling trips each taking a different route

during each trip:

consistently maintain a safe position on the trail, follow safety procedures and safely negotiate hazards

utilise effective off road cycling techniques, modified to account for trail surface obstacles, to:

mount and dismount without assistance on different trail surfaces, including rocky and loose tread, and on moderate and steep inclines and declines

use efficient cadence for rocky and loose trail surfaces, moderate and steep gradients

execute timely and smooth gear changes, including for moderate and steep ascents and descents

brake smoothly, including for moderate and steep descents

negotiate tight corners and bends, using weight shift and other off road bike corning techniques

smoothly ride trail obstacles and features

choose and maintain appropriate body position and posture, including for moderate and steep ascents and descents.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for off road cycling activities

clothing and footwear suitable for off road cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear for off road cycling including specialist mountain bike shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of mountain bike saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of off road cyclists and with other trail riders to include:

calls

hand signals

whistles, use of bike bell

for off road cycling on intermediate trails:

safe position on trails to avoid collisions with other riders

effective riding techniques for:

mounting and dismounting without assistance on different trail surfaces, including rocky and loose tread, and on moderate and steep inclines and declines

using efficient cadence for rocky and loose trail surfaces, moderate and steep gradients

gear selection and timely and smooth changing of gears

smooth braking, including for moderate and steep descents

weight shifting to negotiate bends and tight corners

cornering off road bikes

changing posture and body position; sitting and standing and when both are effective

negotiating moderate and steep ascents and descents

how techniques would be modified to account for trail surface obstacles and changes in gradient

typical hazards associated with cycling off road on intermediate trails, and techniques used to safely negotiate these:

logs, roots and rocks

loose surface

ruts and corrugations

bumps

berms

depressions

pot holes

trees and overhanging vegetation

bridges

drainage grates

water crossings

etiquette applicable to off road cycling.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

intermediate single trails

a trail surface which is variable including rocky or loose tread with obstacles such as logs, roots and rocks

moderate to steep gradient; climbs and descents which are mostly moderate but may include some steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

trail route maps and guides

organisational safety and emergency response procedures for off road cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT006 Lead cycling activities on roads and pathways, easy conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during cycling activities on minor roads and off-road pathways according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct on road cycling techniques applicable to easy road and pathway conditions. To do this, leaders must be proficient in cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate cycling technique applicable to easy road and pathway conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise cycling activities on minor roads and off-road pathways.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during cycling activities on minor roads and off-road pathways.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT006 Lead cycling activities on roads and pathways, easy conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to cycling activities on minor roads and off-road pathways:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads and sealed or unsealed, but compacted, off-road pathways

gentle gradients with no steep ascents or descents

minor roads with light vehicular traffic.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during cycling activities on major roads within heavy traffic conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct on road cycling techniques applicable to moderate terrain and difficult road conditions. To do this, leaders must be proficient in cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate on road cycling techniques applicable to moderate terrain and difficult road conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise on road cycling activities in difficult road conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during cycling activities in difficult road conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to cycling activities on major roads within heavy traffic conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads

a combination of road gradients upwards from flat terrain to moderate inclines

moderate ascents and descents

heavy vehicular traffic on either open roads or those within built up areas or a combination.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT008 Lead off road cycling activities on easy trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during off road cycling activities on easy trails according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct off road cycling techniques. To do this, leaders must be proficient in off road cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate off road cycling technique applicable to easy trails.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise off road cycling activities on easy trails.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during off road cycling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT008 Lead off road cycling activities on easy trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three off road cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for off road cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to off road cycling activities on easy trails:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

easy trails that may combine fire roads and wide single tracks

a trail surface which is mostly smooth, firm and stable but may have obstacles such as small logs, roots and rocks

gentle gradient; climbs and descents which are mostly shallow but may include some moderately steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for off road cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT009 Lead off road cycling activities on intermediate trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during off road cycling activities on intermediate trails according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct off road cycling techniques. To do this, leaders must be proficient in off road cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate off road cycling technique applicable to intermediate trails.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise off road cycling activities on intermediate trails.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during off road cycling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT009 Lead off road cycling activities on intermediate trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three off road cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for off road cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to off road cycling activities on intermediate trails:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

intermediate single trails

a trail surface which is variable including rocky or loose tread with obstacles such as logs, roots and rocks

moderate to steep gradient; climbs and descents which are mostly moderate but may include some steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for off road cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISODRV001 Drive AWD/4WD vehicles on unsealed roads

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to operate all-wheel drive and four drive vehicles on graded formed dirt roads. It also requires the ability to negotiate minor water crossings.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to all delivery personnel working at any level including support staff, activity assistants and leaders. They drive vehicles for a range of purposes including transporting participants, personnel and equipment to and from activity sites.

Driving is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local state or territory road rules and driver licensing requirements. This unit assumes the driver has knowledge of applicable road rules which do not need to be assessed.

Pre-requisite Unit

Nil

Competency Field

Driving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for departure.	1.1. Confirm organisational safety and emergency response procedures to ensure compliance during trip. 1.2. Complete pre-start checks on oil, fuel and water. 1.3. Check and adjust tyre pressure to suit road conditions and terrain. 1.4. Check equipment and resources are loaded to ensure balance, and secure load. 1.5. Adjust steering wheel, seats and mirrors to suit own driving position.
2. Operate vehicle.	2.1. Set and operate vehicle equipment and controls appropriate to road conditions and terrain. 2.2. Drive vehicle at speed appropriate for road, traffic and terrain conditions. 2.3. Maintain traction of vehicle using smooth acceleration and braking techniques suited to road conditions and terrain. 2.4. Monitor and safely negotiate road conditions, hazards and other users constantly to avoid vehicle damage and collisions. 2.5. Park and shut down vehicle according to manufacturer’s specifications.
3. Negotiate minor water crossings.	3.1. Inspect water crossings for depth, flow rate and solidity of base prior to crossing. 3.2. Negotiate water crossings using appropriate speed, gear selection and device engagement while maintaining safety of vehicle, personnel and environment.
4. Change wheels.	4.1. Locate jack and position according to manufacturers' specifications. 4.2. Remove and replace wheel according to manufacturers’ specifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret basic factual information on road signs and in manufacturer’s specifications.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete trip within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISODRV001 Drive AWD/4WD vehicles on unsealed roads

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three trips in all-wheel or four feel drive vehicles on three different graded formed dirt roads

during each trip consistently follow safety procedures and safely negotiate hazards and road conditions

complete a minor water crossing on three occasions

change a total of three wheels.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for driving activities

difference between all-wheel and four feel drive vehicles, at a basic level of understanding

manufacturers' specifications for wheel replacement

features, function and operation of AWD and 4WD vehicle equipment and controls used for dirt road driving and when negotiating minor water crossings:

instruments

traction devices

wheel hubs, self-locking and manual locking

how tyre pressure can affect comfort and safety of dirt road driving and how to determine appropriate tyre pressure for a range of conditions and loads

factors that affect a vehicle’s traction on dirt roads

techniques used to maintain traction including those for:

braking

acceleration

steering

meaning of centre of gravity for a vehicle and factors that affect this when driving

driving techniques used when negotiating minor water crossings

features, functions and operation of equipment for:

checking oil and water

changing tyre pressure

securing loads

changing wheels

typical hazards associated with driving on unsealed roads, and techniques used to safely negotiate these:

blind corners

one-lane bridges

slippery road surface

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users:

cyclists

pedestrians

runners

horse riders.

Assessment Conditions

Skills must be demonstrated on graded formed dirt roads and in environments which feature minor water crossings.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

all-wheel drive or four wheel drive vehicles

wheel changing equipment including jacks

spare fully functioning wheels and tyres

organisational safety and emergency response procedures for driving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a driver’s licence which complies with local state or territory law.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISODRV002 Lead four wheel driving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during four wheel driving activities in a range of conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct a range of techniques associated with four wheel driving. This might involve driving, basic maintenance, vehicle recovery and operation of ancillary equipment. To do this, leaders must be proficient in four wheel driving and ancillary skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Driving is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local state or territory road rules and driver licensing requirements. This unit assumes the driver has knowledge of applicable road rules which do not need to be assessed.

Pre-requisite Unit

Nil

Competency Field

Four Wheel Driving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match activities and prevailing conditions; complete safety checks. 1.4. Check participants’ own ancillary equipment, if provided, and confirm it is in safe working condition.
2. Brief participants and demonstrate four wheel driving and associated techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise four wheel driving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during four wheel driving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISODRV002 Lead four wheel driving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three four wheel driving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for four wheel driving activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to four wheel driving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road conditions which can involve varied terrain, track surfaces and gradients.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

vehicle recovery equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

four wheel drive vehicles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for four wheel driving sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a four wheel leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

hold a driver’s licence which complies with local state or territory law.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD001 Assist in conducting recreation sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist in the conduct of any type of indoor or outdoor recreation activity session. It requires the ability to assist with equipment and participant preparation and to interact with participants to assist with activity technique and adherence to activity rules.

This unit applies to any type of organisation that delivers indoor and outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to those who assist with the delivery of recreational activities. Assistant leaders use little judgement and work within the parameters of plans and procedures. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with activity preparation.	1.1. Confirm, with supervising leader, activity logistics and objectives and participant characteristics and abilities. 1.2. Determine, with supervising leader, individual roles, tasks and responsibilities. 1.3. Assist with the selection of equipment and with safety and serviceability checks. 1.4. Discuss and identify, with supervising leader, potential hazards and associated risks for the activity. 1.5. Confirm activity safety and emergency response procedures to ensure compliance of self and participants during activities.
2. Assist with participant preparation.	2.1. Check suitability of participants’ clothing and footwear for activity and report to supervising leader. 2.2. Assist, as directed, with setting up equipment for activity and fitting to participants. 2.3. Assist participants to understand activity rules, codes, safety procedures and communication protocols.
3. Assist with session activities.	3.1. Respond to participant queries or difficulties within scope of ability and responsibility or refer to supervising leader. 3.2. Assist participants with activity technique and use of equipment, as directed by supervising leader. 3.3. Communicate information about technique clearly and constructively to encourage participant confidence. 3.4. Assist supervising leader to monitor participant behaviour, and compliance with activity rules, codes, safety procedures and communication protocols. 3.5. Reinforce activity rules, and report any ongoing breaches to ensure safe conduct of activities. 3.6. Monitor equipment for faults and refer to supervising leader.
4. Complete post activity responsibilities.	4.1. Assist with equipment retrieval, inspection and storage. 4.2. Participate in activity debrief, provide feedback from self and participants and suggest improvements for future activities. 4.3. Review own performance and discuss how to improve.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Oral communications skills to:	ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders to deliver a quality experience to participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD001 Assist in conducting recreation sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assist with the setting up and delivery of three activity sessions for a group of participants

during each of the above sessions, consistently:

work within role boundaries and responsibilities and follow supervising leader’s direction

communicate clearly and positively with participants to assist with activity technique and adherence to activity rules and safety procedures

after each activity session, participate in a debrief

utilise options provided in Assessment Conditions to:

respond to a total of three participant problems involving non-compliance with activity rules, codes or safety procedures

respond to a total of three different equipment faults that have arisen during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures

different reasons and objectives for people participating in recreational activities

specific to the particular type of recreational activity:

role boundaries and responsibilities of activity assistants

roles and responsibilities of different types of activity leaders including guides and instructors

potential hazards and associated risks for the activity and safety procedures used to manage these

suitable clothing and footwear

factors that affect the selection of equipment, including personal protective equipment, to suit individual participants:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

communication protocols used between participants, leaders and assistants during activities

communication techniques used to:

provide participant information to improve activity technique

encourage participant confidence

reinforce activity rules and correct breaches

provide feedback during debrief.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants with whom the individual interacts

activity leaders, guides or instructors who supervise the candidate

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

participant problems involving non-compliance with activity rules, codes or safety procedures

equipment faults

activity and personal protective equipment specific to the particular type of outdoor recreation activity

organisational safety and emergency response procedures for activity sessions, specific to the particular type of outdoor recreation activity.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activities leader, guide or instructor; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD002 Minimise environmental impact

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement predetermined minimal environmental impact practices while delivering outdoor recreation activities. Environmental impact includes that to the natural environment and to Indigenous and non-Indigenous heritage and cultural sites.

References to land managers and land management are used for simplicity and can equally apply to other environments such as marine locations.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to all delivery personnel working at any level including support staff and assistants, and leaders including guides and instructors.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine environmental impacts of outdoor recreation activities.	1.1. Interpret organisational minimal impact plans, practices and codes for the specific outdoor recreation activity. 1.2. Identify potential environmental impacts caused by activity and identify specific causes. 1.3. Evaluate consequences of impact on the environment including heritage or cultural sites.
2. Communicate minimal impact practices to participants.	2.1. Explain aims of minimal impact plans and practices to activity participants. 2.2. Communicate unique aspects of the setting and potential impacts of activities. 2.3. Provide clear participant instructions for minimal impact practices and any cultural protocols for heritage or cultural sites. 2.4. Monitor participant adherence to practices and assertively correct breaches.
3. Conduct activities with minimal impact.	3.1. Follow organisational minimal impact plans, practices and codes throughout all activities. 3.2. Comply with conditions of land manager permits and permissions that relate to location usage and practices. 3.3. Use equipment in a manner that reduces impact on the natural environment. 3.4. Demonstrate appropriate behaviour toward the environment when interacting with participants. 3.5. Utilise heritage or cultural sites according to land management requirements and codes. 3.6. Note and report any inappropriate practices to relevant personnel and provide suggestions for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and sometimes unfamiliar documents and information which can include: organisational minimal impact plans, practices and codes land management permits, permissions and conditions.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Initiative and enterprise skills to:	identify any organisational deficits in minimal impact practices and suggest improvements.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders and support staff to manage environmental impacts during activities.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD002 Minimise environmental impact

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular setting in which outdoor recreational activities are delivered:

source information on the environmental, cultural and heritage characteristics of the setting and any unique aspects, and organise into a portfolio

provide information in a brief written or verbal report on potential causes and consequences of environmental damage as they relate to two different types of outdoor recreation activities

interact with participant groups during the delivery of three recreational activity sessions

during each of the three sessions:

promote practices that minimise impact on both the natural environment and cultural and heritage sites

ensure compliance of self and participants with organisational plans, practices and codes of conduct for minimal environmental impact

utilise options provided in Assessment Conditions to identify organisational deficits in minimal impact practices and incorporate suggested improvements in debriefs or reports.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to particular types of outdoor recreation activities:

the key contents of minimal impact codes, standards or guidelines issued by industry associations, land management authorities, Indigenous custodians, or other stakeholders and how these can be adopted by organisations

for a particular setting in which outdoor recreational activities are delivered:

organisational plans, practices and codes of conduct for minimal environmental impact

conditions of any land manager, owner or Indigenous custodian permits or permissions that relate to:

parameters of location use for recreational activities: area restrictions, dispersal of use, allowable activity types, locations, times, participant numbers

the use of appropriate minimal environmental practices and cultural protocols

basic features of ecological systems and their interrelationships sufficient to understand the overall environmental characteristics of the setting

specific problems of fragile environments and threatened species

characteristics and sensitivities of unique aspects including those for cultural and heritage sites

potential causes and consequences of environmental damage as they relate to specific types of outdoor recreation activities:

use of equipment

human impact

equine impact, as relevant

impact of transportation to and from activity sites

typical organisational minimal impact practices which activity assistants, support staff and leaders must implement in the field:

avoiding sensitive areas

ensuring restricted areas are not accessed

following pre-determined access routes to transport participants and equipment

keeping to marked tracks or routes

using low impact equipment

ensuring cultural protocols are used at cultural and heritage sites

ensuring participants don’t damage or take souvenirs from natural, cultural or heritage sites

implementing basic biosecurity measures to limit the spread of pests and diseases

using appropriate general and human waste disposal methods.

methods used to communicate minimal impact practices to participants including through briefings, conversations, demonstrations and instruction.

Assessment Conditions

Skills must be demonstrated in a setting where outdoor recreation activities are delivered and where there is at least one cultural or heritage site present.

Assessment must ensure use of:

a group of participants with whom the individual interacts

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve identifying and reporting on organisational deficits in minimal impact practices

equipment specific to the particular type of outdoor recreation activity

minimal impact codes, standards or guidelines issued by industry associations, land management authorities, Indigenous custodians or other stakeholders

organisational plans, practices and codes of conduct for minimal environmental impact

permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activities leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD003 Select, set up and operate a temporary or overnight site

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, set up, operate and dismantle a temporary or overnight site used during any type of outdoor recreation activity. Temporary sites include those used for rest and meal stops, and overnight camping. It requires the ability to pre-plan operational logistics for sites including menu planning for participants.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders and support staff who work independently in the field using discretion and judgement to manage operational logistics and risk.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select site.	1.1. Obtain information to determine preferences, expectations and needs of participants that relate to food and shelter. 1.2. Obtain information on available sites within operational zone of outdoor recreation activities. 1.3. Pre-select and book site, if required, to meet participant needs and operational requirements of activity. 1.4. Where no designated area exists, select site for comfort, safety, minimal environmental impact and in compliance with land management requirements.
2. Plan outdoor menus.	2.1. Plan nutritionally-balanced menus, taking account of activity and participant factors. 2.2. Identify special requests and ensure special meals are provided for those with special dietary requirements. 2.3. Identify food safety hazards involved in storing, preparing and serving planned meals; assess risks, and take action to eliminate or minimise them.
3. Select and pack equipment and resources.	3.1. Select catering equipment according to food preparation and service requirements. 3.2. Select shelter equipment to meet participant needs and anticipated weather conditions. 3.3. Obtain food, beverage, water and other resources to meet requirements for the stay. 3.4. Complete pre-departure safety and serviceability checks on equipment. 3.5. Pack equipment and resources according to route terrain, perishability of food, and access requirements during activity.
4. Set up site.	4.1. Assess site, identify hazards and take measures to minimise risk of injury. 4.2. Identify sources of supplementary natural water and treat, as required, for human consumption. 4.3. Set up site facilities for shelter, catering, and waste disposal according to land management requirements for minimal environmental impact. 4.4. Arrange shelter appropriate for prevailing weather and conditions and to ensure comfort and safety.
5. Operate and dismantle temporary site.	5.1. Brief participants on site behaviour, safe zones, boundaries, waste disposal and sanitation practices. 5.2. Prepare and serve food using safe and hygienic food preparation and handling practices. 5.3. Operate temporary site equipment, monitor and assist participants’ use to maintain comfort, safety and hygiene. 5.4. Clean, dismantle, pack and store equipment and resources. 5.5. Remove waste from site where disposal facilities are unavailable. 5.6. Leave site in original or improved condition; note and report any site problems to relevant personnel or authorities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	use fundamental sentence structure to complete pre-departure safety and serviceability forms that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Numeracy skills to:	calculate and load correct quantities of equipment and resources.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders and support staff to organise logistics, solve operational problems and deliver a quality experience to participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD003 Select, set up and operate a temporary or overnight site

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for the provision of meals which meet the daily fluid, nutritional and energy requirements of participants for the duration of one activity

select, set up and operate a temporary rest and meal stop on two occasions

select, set up and operate an overnight camp site, which has no permanent facilities, on at least one occasion

during all temporary stops, consistently:

manage the safety of the site for participants

ensure compliance of self and participants with minimal environmental practices

ensure food safety practices are implemented for handling and storage of food and for cleaning catering equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that affect the selection of meal and camping sites:

location in relation to activity site

current weather and environmental conditions

land management requirements sufficient to know:

where meal and camping stops are allowed and under what conditions

how to obtain and maintain permits or permissions

preferences, expectations and needs of:

different types of consumer groups that participate in outdoor recreation activities

the particular participant group

availability of:

food preparation and service facilities

toilet and washing facilities

space to set up all facilities and sufficient space from other users

availability of desirable environmental features:

level ground with good drainage

shade

shelter from sun and wind

natural water supplies

hazards associated with meal and camping sites and methods used to manage associated risks:

slippery or unstable terrain

natural and man-made debris

unstable trees and tree branches

spiders, insects, snakes and fauna

changing environmental conditions such as storm, snow, flood and bush fire

specific to meal and camp sites, practices used to manage minimal environmental impact:

following pre-determined access routes to transport participants and equipment

keeping to marked tracks or routes to access natural features, and temporary or permanent facilities

using appropriate methods for general and human waste disposal

managing fires, including requirements when total fire ban days are invoked

features, set up and operation of typical shelter and other equipment, and appropriateness for different weather conditions:

tents

bivvies

swags

bedding and sleeping bags

tables, chairs

lighting

for the selection, preparation and service of food:

basic principles of nutrition sufficient to know the food groups, source of nutrients and the basis of a balanced meal plan

specific to the particular type of outdoor recreation activity, daily fluid and energy requirements of participants and any local environmental conditions which impact

meaning of food allergy and food intolerance, and basic understanding of consequences of exposure to or consumption of untolerated food

food preparation methods for a range of meals typically available at meal and camp stops

food safety practices for handling and storing a range of food types typically available at meal and camp stops; and those for cleaning food preparation and service equipment

features, set up and operation of food preparation equipment typically used at meal and camp stops

methods used to treat natural water for human consumption

safe manual handling techniques used to avoid injury when shifting and packing equipment

importance of loading equipment and supplies for:

even weight distribution and load balance particular to the transportation mode and terrain (vehicle, vessel, watercraft, cycle, horse etc.)

easy access at relevant time during activities.

Assessment Conditions

Pre-departure skills must be demonstrated in a venue, such as an operational depot, from where recreational activities depart and pre-departure checks and loading take place. This can be:

an industry workplace

a simulated industry environment set up for the purposes of assessment.

Meal preparation and camping skills must be demonstrated in an outdoor setting where temporary stops are provided:

temporary rest and meals sites may or may not have permanent facilities

camping sites must have no permanent facilities.

Assessment must ensure use of:

a group of participants with whom the participant interacts

catering equipment to match food preparation, service and cleaning requirements

shelter and bedding equipment to match participant needs and anticipated weather conditions

ancillary equipment which can include tables, chairs, lighting and human waste facilities

participant profiles

documents issued by land managers describing requirements for operating temporary meal and overnight camping sites.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD004 Provide first aid in remote locations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide first aid to casualties in a remote or isolated area over an extended period of time until medical assistance is provided or evacuation occurs. It requires the ability to manage the incident and to direct others to provide or assist with first aid.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to senior leaders, guides or instructors, and others who work independently in the field using discretion and judgement to manage operational logistics for emergencies when they arise.

Specific regulatory requirements relating to this unit of competency, including requirements for refresher training, should be obtained from the local state or territory work health and safety regulatory authority.

Pre-requisite Unit

HLTAID003 Provide first aid

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment for first aid response in remote or isolated areas.	1.1. Evaluate information about remote or isolated destinations and identify potential injuries and illnesses requiring extended management. 1.2. Select first aid equipment and resources to deal with a range of potential incidents, according to organisational emergency response and first aid procedures. 1.3. Select communication equipment to allow for emergency response at remote or isolated destination. 1.4. Complete pre-departure safety and serviceability checks on equipment.
2. Assess the situation.	2.1. Identify hazards promptly, assess risks and manage to avoid injury to self and others. 2.2. Assess condition of casualty or casualties to determine extent of first aid response. 2.3. Determine need for emergency services or medical assistance and relay initial and concise information to base and authorities, as required. 2.4. Triage when multiple casualties are involved, engage others to assist, and provide instructions.
3. Manage casualty or casualties.	3.1. Direct other first aiders and participants to provide or assist with first aid, and manage use of resources. 3.2. Provide first aid using available equipment and resources, and improvise use of other resources as required. 3.3. Monitor and respond to casualty's condition in accordance with effective first aid principles. 3.4. Explain, to casualty, nature of injury or illness, first aid management and provide reassurance. 3.5. Assess and ensure casualty comfort through questioning and monitoring, and use of shelter and available resources. 3.6. Communicate calmly with casualty using a style to match level of consciousness. 3.7. Monitor and document casualty's condition over time to assist on-going management. 3.8. Assess need to evacuate casualty, ability to transport to medical assistance or need for external assistance.
4. Liaise with external services to manage casualty or casualties.	4.1. Establish communication with emergency services and medical assistance. 4.2. Relay accurate factual information about casualty’s injury or illness and condition, including any casualty is able to provide. 4.3. Communicate essential details of first aid provided, and follow instructions to adjust or use additional first aid. 4.4. Administer medication according to medical instructions. 4.5. Monitor and report ongoing casualty condition and seek ongoing medical input, as required.
5. Coordinate evacuation and first aid activities until assistance arrives.	5.1. Determine need, in consultation with external services, to evacuate casualty. 5.2. Provide accurate information about location of incident, number of casualties, their condition and their position to enable deployment of appropriate resources. 5.3. Engage others present to assist with ongoing first aid and management of incident circumstances. 5.4. Continue to respond to and monitor the condition of casualty and provide ongoing reassurance until assistance arrives. 5.5. On approach, assist emergency services to locate the site of the incident. 5.6. Follow instructions and provide assistance to emergency services personnel during evacuation.
6. Debrief, document and evaluate the incident.	6.1. Participate in incident management de-brief and identify future response improvements. 6.2. Evaluate compliance with organisational emergency response policies and procedures, their suitability and any need to amend. 6.3. Evaluate need for self and others to access support services to assist with post-incident stress. 6.4. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response and first aid.
Writing skills to:	record detailed and accurate factual information about illness and injury, first aid and emergency response using correct terminology.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to illness and injury in remote locations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD004 Provide first aid in remote locations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in three simulated remote or isolated first aid incidents involving outdoor recreation participants

during one of the above simulations, work in a small team of up to three responders to manage a single casualty

during one of the above simulations, work in a team of responders to manage multiple casualties, where the number of casualties outnumbers the number of responders

during one of the above simulations, work as a single responder to manage three casualties

across the three simulations, collectively respond to at least six conditions, covering illness and injury, suffered by the casualties

during each of the simulations:

conduct visual and verbal secondary survey assessments of casualties

assess, interpret and document vital signs of casualties, including respirations, temperature and pulse

monitor and manage the casualties’ condition over an extended period of time

use available man-made and natural resources to supplement first aid equipment

after each of the simulations, participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response and first aid policies and procedures

the nature of remote or isolated locations and how this may impact on first aid management

common injuries or illnesses that relate to participation, generally, in outdoor recreation activities and the general range of first aid equipment and resources carried by organisations to remote or isolated locations

common injuries or illnesses that relate to participation in a specific type of outdoor recreation activity, and specific types of first aid equipment and resources typically made available in remote or isolated locations

key features, functions and limitations of different types of emergency communication equipment used in remote or isolated areas, and factors that affect choice:

radio equipment

mobile phones

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

principles of triage as they relate to first aid at an incident site

methods used to:

conduct a visual and verbal secondary survey assessment of a casualty

assess, interpret and document vital signs of casualties, including respirations, temperature and pulse

use available man-made and natural resources to supplement first aid equipment

coordinate and direct the actions of group participants and other first aiders within the team to effectively manage a critical incident

legal requirements for administration of medication and the rights and responsibilities of the first aider for administration

safe manual handling techniques used to avoid injury when shifting casualties

key considerations for evacuating casualties or waiting for emergency services and medical assistance:

severity of injury or illness and immediate threat to life

time required for assistance to arrive

potential that transporting casualty may cause condition to deteriorate

capability of emergency services to access incident side

hindrance to rescue

methods used to assist emergency services to locate incident sites and the key features, functions and limitations of resources used to assist:

verbal directions

flags

flares

fires.

Assessment Conditions

Skills must be demonstrated in a setting where outdoor recreation activities are delivered. This does not need to be a remote or isolated area provided simulated activities and scenarios concentrate on the significance of remote area circumstances.

Assessments can only be completed through simulated activities.

Assessment must ensure use of:

people who act as casualties, team member first aid responders and external service providers with whom the individual interacts during simulated activities

first aid equipment and resources made available in remote or isolated locations by outdoor recreation organisations

personal protective equipment used when providing first aid

emergency communication equipment used in remote or isolated areas

real or mock medications

template incident reports

templates for recording vital signs of casualties

organisational emergency response and first aid policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience in providing first aid in remote or isolated areas during which they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD005 Navigate waterway courses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and navigate courses for small recreational craft in waterway environments. It also covers knowledge of waterway rules applicable to small craft utilised for recreational purposes.

Waterway navigation skills are required in a range of activity contexts which could include canoeing, kayaking, sea kayaking, and when riding personal watercraft. Techniques and equipment will vary according to the type of craft and waterway environment.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors, who use these skills when leading participants during activities where waterway navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan the course.	1.1. Obtain and interpret waterway charts appropriate for the area of navigation. 1.2. Determine expected wind, tidal, or current conditions for the intended course. 1.3. Identify navigational hazards, position of landmarks and any buoyage to assist in planning and navigating the course. 1.4. Utilise all information to plan an efficient course according to specific activity and waterway requirements. 1.5. Identify and plot critical points along the course, midpoint and end destinations. 1.6. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate waterway courses.	2.1. Select instrumentation and equipment suitable for navigation requirements. 2.2. Follow the planned course using charts, natural and constructed features and any buoyage to assist. 2.3. Use instrumentation and equipment as navigational aids to maintain course. 2.4. Make required adjustments to course according to prevailing environmental conditions. 2.5. Comply with waterway rules throughout all activities, including use of craft within permitted areas.
3. Fix position of craft.	3.1. Fix position of craft at regular intervals to maintain planned course. 3.2. Use techniques to estimate distance travelled, accounting for prevailing environmental conditions. 3.3. Utilise navigation techniques to identify unfamiliar features and fix position when lost. 3.4. Adjust and resume planned course where position indicates a deviation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on waterway charts. interpret potentially unfamiliar and complex information about waterway rules.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times and speeds.
Technology skills to:	use a range of technologies to access information about courses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD005 Navigate waterway courses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three different waterway courses for small recreational craft

navigate each of the above three planned courses using charts, instrumentation and equipment appropriate for the waterway environment and small craft utilised

on two occasions, determine when the craft is deviating from a planned course, adjust and resume the planned course after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

during each navigation activity, consistently follow waterway rules.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of waterway charts for the region or locality

different technologies used to access charts

characteristics of different chart types, their different uses, advantages and disadvantages, accuracy and sources of errors

information found on waterway charts including symbols and what they represent:

survey or edition date

map legend

scale and distance

latitude and longitude

compass rose or cardinal points and bearings

hydrographic features such as depth, high and low water mark, rocks, wrecks, obstructions

topographic features of surrounding land

buoyage

constructed features such as bridges, weirs, breakwaters, wharves and jetties

magnetic variation and annual change

principal colours used on waterway charts and what they represent

other information and key features that can assist with waterway navigation:

satellite imagery

aerial photographs

wave, wind, tide and current charts

navigational warning notices

features, functions and operation of navigation instruments either inbuilt or available for small watercraft

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use datum grids

how to create, enter and transfer waypoints

how to create courses and grid references

accuracy and sources of errors

different types of compasses used for waterway navigation, their features and factors which affect accuracy

for waterway environments, chart and compass techniques used to:

calculate grid, magnetic and true north bearings

measure distance on a chart

techniques used to fix location and navigate waterways, and applicability to different craft and environments:

using chart, identifying natural landmarks and constructed features and determining distance travelled

using dead reckoning, taking into account environmental factors such as winds, tides, currents and estimated speed

using simultaneous bearings, transits of coastal features and by running fix

using GPS devices

inclusions of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times and times of arrival

identifiable features

escape routes

types of navigational buoyage, how these assist with navigation and rules for complying with buoyage:

marks – buoys and beacons

zone signage

how different types of navigational buoyage are distinguished by their specific colour, shape and topmark including colours for:

lateral: port and starboard marks

cardinal marks

safe water marks

danger zone marks

special zone marks

flashing lights and patterns

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterways and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small craft within the limits, including V sheets and how these are used

life jackets required within the limits

rules specific to the operation of small watercraft:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Navigation skills can be demonstrated on any type of waterway found within the particular region or locality. Inland rivers are not considered a waterway for the purposes of this unit.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

compasses

equipment used to plot courses which can include:

scale measure

Portland square

parallel ruler

dividers

protractors

global positioning system (GPS) devices

activity plans

waterway charts

wave, wind, tide or current charts, as relevant to the type of waterway

navigational warning notices

template navigation data sheets

boating guide issued by the local state or territory maritime authority.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD006 Navigate in tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in environments which can include tracks or inland rivers according to planned routes.

The unit provides skills to navigate in environments where tracks or inland rivers, natural and constructed features are reliably marked on maps. Tracks are distinct, have signage, with route markers at intersections and where the track may become less distinct. Land based tracks could be graded according to the Australian Walking Track Grading System and might include features of grades 2 to 3.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors, who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to identify the predetermined route in activity plan. 1.3. Identify planned alternative routes to deal with emergencies or changed conditions. 1.4. Select a compass suitable for basic navigation requirements.
2. Navigate a basic route on land or water.	2.1. Orientate map to surroundings with and without use of a compass. 2.2. Follow the planned route using map, route markers, natural and constructed features and compass to assist. 2.3. Use techniques to estimate distance travelled. 2.4. Identify unfamiliar features in the field using map and compass to maintain route. 2.5. Make minor adjustments to route according to prevailing conditions, and navigate using map, route markers, natural and constructed features, and compass as required. 2.6. Use techniques to determine location.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret straightforward but potentially unfamiliar information on maps and signage interpret factual activity plan information in familiar formats.
Numeracy skills to:	interpret basic numerical data from maps and signage and complete basic additions, subtractions, multiplications and divisions interpret and calculate degrees, mils and angles.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD006 Navigate in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

according to predetermined routes in activity plans, navigate three different planned routes

across the three navigation activities, collectively use these navigation techniques:

determining location using map, natural features, constructed objects and distance travelled, confirming grid reference

collecting features

catch points

determine one minor adjustment to route in the field and navigate the changed route using a map and compass.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses and advantages and disadvantages:

paper based and digital

sketch maps and diagrams

guide book maps

charts

topographic

information found on maps including symbols and what they represent:

survey or edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers, beacons and buoyage

gradient

roads, tracks and waterways

principal colours used on maps and what they represent

features of a basic compass and factors which affect accuracy

map and compass techniques used to:

orientate map to surroundings

maintain a designated course

identify unfamiliar features

make minor adjustments to routes

the following navigation techniques at a basic level of understanding:

determining location using map, natural features, constructed objects and distance travelled

collecting features

catch points

types of navigation aids found in the field and how these can assist with navigation:

track markers, signs and arrows

track and creek junctions and crossings

survey markers

cairns

natural features and constructed objects.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in tracked or inland river environments. The environment must feature the following:

tracks or inland rivers, natural and constructed features are reliably marked on maps

any tracks utilised are distinct, have signage, with route markers at intersections and where the track becomes less distinct.

If in an alpine region, assessment can only be completed in weather conditions where no or minimal snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the land or river based environment

compasses

activity plans to include details of the planned route.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD007 Navigate in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in difficult tracked environments during any type of outdoor recreation activity.

The unit provides skills to navigate in environments where tracks, natural and constructed features marked on maps may be unreliable. Tracks are generally distinct, but may be indistinct in some places. They have signage at the track head, and have route markers but provide limited signage en route. There may be many natural obstacles and, along with changes in weather and visibility, adjustments to the planned route may be necessary. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 4.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to plan an efficient route according to specific activity requirements. 1.3. Select a compass suitable for navigation requirements. 1.4. Calculate grid, magnetic and true north bearings using map, compass and protractor. 1.5. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate a route in difficult tracked environments.	2.1. Orientate map to surroundings using landmarks and compass and identify factors that affect accuracy. 2.2. Follow the planned route using map, route markers, natural and constructed features and compass to assist. 2.3. Use a global positioning system (GPS) as a navigational aid to maintain route. 2.4. Use techniques to estimate distance travelled. 2.5. Maintain, where necessary, a compass course to bypass obstacles. 2.6. Identify unfamiliar features in the field using map and compass to maintain route. 2.7. Utilise navigation techniques to identify unfamiliar features and fix position when lost. 2.8. Make required adjustments to route according to prevailing conditions, and navigate using map, route markers, natural and constructed features, compass and GPS as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on maps and track signage interpret factual activity plan information in familiar formats.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, altitudes, heights, depths and gradients. interpret and calculate degrees, mils and angles.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD007 Navigate in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three efficient routes, each different, within difficult tracked environments

navigate each of the above three planned routes

across the three navigation activities, collectively use these techniques to determine location:

using map, identifying natural features, constructed objects and determining distance travelled

using map and compass techniques including resections/tri-bearings

using GPS devices

using grid references, estimation and Romer devices

across the three navigation activities, collectively use these navigation techniques:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: aiming off, backbearing

using GPS: waypoints, routes

on two occasions, determine when there is a deviation from a planned route, adjust and resume the planned route after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

determine two adjustments to routes in the field and navigate the changed routes using:

manual techniques on one occasion

a GPS device on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses, advantages and disadvantages, accuracy and sources of error:

paper based and digital

sketch maps and diagrams

guide book maps

charts

topographic

cadastral

information found on maps including symbols and what they represent:

survey or edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers and beacons

gradient

roads, tracks and waterways

magnetic variation and annual change

principal colours used on maps and what they represent

other information and key features that can assist navigation in difficult tracked environments:

satellite imagery

aerial photographs

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use datum grids

how to create, enter and transfer waypoints

how to create tracks, routes and grid references

accuracy and sources of errors

these different types of compasses, their features and factors which affect accuracy:

baseplate/orienteering

sighting/mirror

lensatic/prismatic

for difficult tracked environments, map and compass techniques used to:

calculate grid, magnetic and true north bearings

orientate map to surroundings

maintain a designated course

identify unfamiliar features

make significant adjustments to routes

techniques to determine location:

using map, identifying natural features, constructed objects and determining distance travelled

using map and compass techniques including resections/tri-bearings

using GPS devices

using grid references, estimation and Romer devices

the following navigation techniques used to effectively navigate in difficult tracked environments; advantages and disadvantages:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: aiming off

using GPS: waypoints, routes

types of navigation aids found in the field and how these can assist with navigation:

track markers, signs and arrows

track and creek junctions and crossings

survey markers

beacons

cairns

natural features and constructed objects

contents of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times

height gain or loss

gradient

identifiable features

escape routes

factors that affect the adjustment of routes during activities.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in difficult tracked environments. The environment must feature the following:

tracks, natural and constructed features are marked on maps but these could be unreliable

tracks are generally distinct but some parts of the track are indistinct

tracks have signage at the track head, with route markers but limited signage en route.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the activity type

compasses and protractors

global positioning system (GPS) devices

activity plans

template navigation data sheets.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD008 Navigate in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in extremely difficult tracked and untracked environments during any type of outdoor recreation activity.

The unit provides skills to navigate in environments where natural and constructed features marked on maps may be very unreliable. Tracks are indistinct, unformed and have no modification to the natural surface. They generally have no signage or route markers at any point. Tracked and untracked areas may feature constant and unpredictable natural obstacles and, along with changes in weather and visibility, significant adjustments to the planned route would be common. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 5.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to plan an efficient route according to specific activity requirements. 1.3. Select a compass suitable for navigation requirements. 1.4. Calculate grid, magnetic and true north bearings using map, compass and protractor. 1.5. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate a route in extremely difficult tracked and untracked environments.	2.1. Orientate map to surroundings using landmarks and compass and identify factors that affect accuracy. 2.2. Follow the planned route using map, natural features and compass to assist. 2.3. Use global positioning systems (GPS) and altimeters as navigation aids to maintain route. 2.4. Use techniques to estimate distance travelled in the absence of identifying features. 2.5. Utilise a combination of navigation techniques to bypass large obstacles. 2.6. Identify unfamiliar features and hazards in difficult environmental conditions using map and compass to maintain route. 2.7. Utilise a combination of navigation techniques to identify unfamiliar features and fix position when lost. 2.8. Make required adjustments to route according to prevailing conditions, and navigate using map, natural features, compass, GPS and altimeter as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and potentially unfamiliar information from maps interpret factual activity plan information in familiar formats.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, altitudes, heights, depths and gradients. interpret and calculate degrees, mils and angles.
Problem-solving skills to:	resolve significant problems associated with indistinct tracks and route adjustments resolve problems associated with vague land features and implied mapping features.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD008 Navigate in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three efficient routes, each different, within extremely difficult tracked or untracked environments

navigate each of the above three planned routes

across the three navigation activities, collectively use these techniques to determine location:

using map, identifying natural features, and determining distance travelled

using map and compass techniques including dead reckoning, back bearings, resections/tri-bearings

using GPS devices and altimeter

using grid references, estimation and Romer devices

across the three navigation activities, collectively use these navigation techniques:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: dead reckoning, aiming off

using GPS; waypoints, routes

using altimeters, peak height, contouring

for at least one hour during any of the navigation activities, use compass techniques to navigate in conditions where visibility is less than ten metres because of environmental factors such as dense vegetation, whiteout or night time factors

on two occasions, determine when there is a deviation from a planned route, adjust and resume the planned route after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

determine two adjustments to routes in the field and navigate the changed routes using:

manual techniques on one occasion

a GPS device on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses, advantages and disadvantages, accuracy and sources of error:

paper based and digital

sketch maps and diagrams

guide book maps

charts

route

topographic

cadastral

information found on maps including symbols and what they represent:

survey and edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers and beacons

gradient

roads, tracks and waterways

magnetic variation an annual change

principal colours used on maps and what they represent

other information and key features that can assist navigation in extremely difficult tracked environments:

satellite imagery

aerial photographs

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use different datum grids

how to create, enter and transfer waypoints

how to create tracks, routes and grid references

accuracy and sources of errors

features, functions and operation of altimeters:

when these might be used, advantages and disadvantages

accuracy and errors

these different types of compasses, their features, operation and factors which affect accuracy:

baseplate/orienteering

sighting/mirror

lensatic/prismatic

for extremely difficult tracked or untracked environments, map and compass techniques used to:

calculate and convert between grid, magnetic and true north bearings

orientate map to surroundings

maintain a designated course including use of dead reckoning and current correction

identify unfamiliar features

make significant adjustments to routes

techniques to determine location in unmodified environments:

using map, identifying natural features, and determining distance travelled

using map and compass techniques including dead reckoning, back bearings, resections/tri-bearings

using GPS devices and altimeter

using grid references, estimation and Romer devices

the following navigation techniques, advantages, disadvantages and how a combination can be used to effectively navigate in unmodified environments:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: dead reckoning, aiming off

using GPS; waypoints, routes

using altimeters, peak height, contouring

using celestial bodies to fix position

how extreme conditions affect navigation and choice of methods used including dead reckoning and leapfrogging

types of navigation aids found in unmodified environments and how these can assist with navigation in the absence of signage and route markers:

creek junctions and crossings

beacons

cairns

landforms and natural features of the landscape

contents of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times

height gain or loss

gradient

identifiable features

escape routes

factors that affect the adjustment of routes during activities.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in extremely difficult tracked or untracked environments. The environment must feature the following:

natural and constructed features are unreliably marked on maps

tracks are indistinct, unformed and have no modification to the natural surface

tracks have no signage or route markers at any point.

For activities involving navigation in poor visibility, the environment can feature any relevant factor such as dense vegetation, whiteout and night time conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the activity type

compasses and protractors

global positioning system (GPS) devices

altimeters

activity plans

template navigation data sheets.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH001 Locate, attract and catch fish

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to locate, attract and catch fish using methods suited to targeted species. Recreational fishing activities are diverse and this unit is relevant to any type of fishing completed in any region or locality within different types of waters.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to fish.	1.1. Determine target recreational species, identify their local habitat and select fishing locations suited to species. 1.2. Determine appropriate fishing technique for target species. 1.3. Select appropriate fishing rig, equipment and terminal tackle for target species and check working order. 1.4. Select appropriate bait, lure or fly according to feeding preference of target species. 1.5. Determine need for berley and select mix, as required. 1.6. Assemble and balance fishing rig to suit target species, habitat and the fishing environment. 1.7. Select clothing, footwear and personal protective equipment suitable for conditions; fit and adjust for comfort and safety. 1.8. Confirm activity safety and emergency response procedures to ensure compliance during activities.
2. Locate fish.	2.1. Read the water and hydrological features indicating fish habitat, identify signs of feeding activity and other indictors to determine likely location of fish. 2.2. Identify fishing spots by use of visual marks. 2.3. Use locator aids according to type of fishing and targeted species to assist with location of fishing spots. 2.4. Record visual sightings and other data for future use in relocating fishing spots.
3. Attract and approach fish.	3.1. Attract target fish using methods that utilise fish sight, tactile, taste and olfactory senses. 3.2. Approach fish without alerting them. 3.3. Disperse berley, as required, at appropriate intervals using methods suitable for attracting target species. 3.4. Rig and present bait alive, dead, whole or in pieces to attract and catch fish, according to feeding preference of target species. 3.5. Rig and present lure or fly to attract and catch target species.
4. Catch and land fish.	4.1. Deploy fishing rig using appropriate technique to present bait, lure or fly to target species. 4.2. Survey area for people present before casting to avoid injury. 4.3. Hold rod and reel securely and use casting technique suited to type of outfit to achieve accuracy and distance. 4.4. Identify own casting errors and adjust technique. 4.5. Monitor and evaluate performance of fishing rig, bait, lure or fly, and make adjustments to optimise outcomes. 4.6. Manage rig using species specific techniques; respond to bites and retrieve and land fish. 4.7. Comply with permissions, recreational fishing and other regulations and codes of practice applicable to location.
5. Handle fish.	5.1. Identify dangerous species of fish and handle to minimise risk to self and others. 5.2. De-hook fish humanely using techniques appropriate to species. 5.3. Handle and return undersized and unwanted fish to water humanely. 5.4. Despatch retained fish humanely and use methods to keep catch in optimum condition. 5.5. Handle and store live catch humanely and maintain in appropriate environmental conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret unfamiliar and potentially complex regulatory information within plain English guides
Writing skills to:	record basic factual data about fish sightings and locations.
Numeracy skills to:	measure length and weights of fish.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH001 Locate, attract and catch fish

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for the particular region or locality in which recreational fishing activities are delivered:

source, collect and present information in a portfolio or verbal report covering six different species of fish found in the region

for each of the six species, include information on:

basic anatomical features and linkages to preferred habitat, location and behaviour of fish

environmental factors that affect preferred habitat and location of fish

breeding patterns, spawning cycles and effects on fish behaviour, migration and location

migration patterns and during which seasons the species would be found in the local region

predator and prey relationships and how they affect fish activity and location

food sources and feeding habits

preferred bait for catching the species

types of lure or fly, where applicable, suited to the species

different mixes of berley, as appropriate, for attracting the species, equipment and methods used to disperse

complete four recreational fishing sessions each in a different location:

use a rod reel for at least two of those activities and cast using two different techniques

use any other chosen method of fishing for the remaining two sessions

during each session consistently:

follow safety procedures

comply with local regulations for recreational fishing activities

utilise effective techniques suited to the target species, equipment and location to:

locate and attract fish

manage the rig, respond to bites and retrieve and land fish

humanely de-hook the catch

handle and release unwanted fish to the water without damage

humanely despatch fish.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for fishing activities

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations and permission requirements for recreational fishing:

licensing and fee requirements

bag and size limits, and how to measure these

areas closed to fishing

protected fish

prohibited fishing methods

permissions required from Indigenous communities

personal protective equipment requirements

the key contents of recreational fishing codes of practice, issued by industry associations, land management or other authorities

clothing and footwear suitable for fishing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

reasons for layering clothes

effective design and construction features of waterproof gear, including fishing waders

types of footwear for fishing including specialist aqua shoes and booties and their advantages over other types of footwear

features and uses of specialist fishing gloves and mittens, and advantages and disadvantages

polarised sunglasses

features and functions of life jackets suitable for fishing activities in different types of waters and how to fit and adjust these for comfort and safety

for different species of fish found in saltwater, freshwater or brackish habitats within the particular region or locality in which recreational fishing activities are delivered:

basic anatomical features and how these are linked to preferred habitat, location and behaviour of fish:

size and body shape

colouration

size and position of eyes

position, size and shape of mouth

teeth

fins, spines and venomous parts

dangerous fish species, their defining features and methods for safe handling

how environmental factors affect preferred habitat, feeding behaviour and location of fish:

temperature

weather conditions

oxygen

structure, cover and vegetation

pH

air and water pressure

water depth

water clarity

currents, waves, and wash

tides and moon phases

time of day and light levels

algal blooms

breeding patterns, spawning cycles and effects on fish behaviour, migration and location

migration patterns and during which seasons the species would be found in the local region

predator and prey relationships and how they affect fish activity and location

food sources and feeding habits

preferred bait for catching the species

design features of lures and flies and types suited to the species

when berley would be used and when it is inappropriate

different mixes of berley, equipment and methods used to disperse

basic biosecurity measures for using bait to limit the spread of pests and diseases

for the particular region or locality in which recreational fishing activities are delivered, fishing locations and best times to target fish species to include optimum:

season

tide

time of day - evening, dawn etc.

stage of lunar, breeding and migration cycle

signs within rivers, lakes and ocean waters that indicate the location of fish:

hydrological features that indicate fish habitat

fish feeding activity

insect and bird activity

surface activity

principles of reading the water for fish location – cover, food and margins

aids used to locate fish and how these are used:

charts, maps, charts, satellite imagery

binoculars and polarised glasses

sonar (depth fish finders)

global positioning systems

radar

underwater cameras and microphones

thermometers

fish aggregating devices

visual markers

how sight, tactile, taste and olfactory senses of fish can be used to attract fish:

how fish use sound, light, vision and smell to locate food

extent of vision and what attracts fish visually

ability of fish to distinguish taste and touch

hand line and fishing rod designs and features suitable for the type of fishing and target species

for both handlining and line fishing with a rod and reel:

deployment techniques to present bait, lures and flies to the target species in the most advantageous manner

techniques used to manage rig to minimise snagging and knots

how to identify bites and set the hook

catch retrieval techniques which minimise stress to the fish and damage to the rig

equipment and techniques used to land and humanely de-hook the catch, appropriate to the species of fish

different casting techniques relevant to type of fishing and tackle outfit:

handline casts

closed faced

threadline

overhead

side cast

centre pin

fly – roll cast

fly – pickup laydown cast

fly – forward shooting cast

a range of common casting faults and errors and suitable fixes for each

techniques used to handle and release unwanted fish to the water without damage

methods for safely handling and de-hooking non-dangerous species

techniques used to humanely despatch fish quickly and decisively

methods used to:

handle and store live catch humanely

store live and despatched catch in optimum condition, including appropriate environmental conditions.

Assessment Conditions

Fishing skills can be demonstrated in any type of water found within the particular region or locality including saltwater, freshwater and brackish fish habitats.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets, as required for the location

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

fishing knives

bait, lures and flies, as relevant to fishing style utilised

recreational fishing guides describing regulations for the locality

recreational fishing codes of practice, issued by industry associations, land management or other authorities

organisational safety and emergency response procedures for fishing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH002 Select and catch bait

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, catch and collect bait suited to the target species of fish to be caught. It also requires the ability to select appropriate berley for attracting those fish and to maintain live and dead bait for effective future use.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select bait and berley.	1.1. Determine target recreational fish species, identify feeding habits and preferred bait and or berley. 1.2. Evaluate effectiveness of using frozen and fresh bait to catch target species. 1.3. Select appropriate bait and or berley according to feeding preference of target species. 1.4. Determine when manufactured baits are effective and permitted, and select as appropriate.
2. Catch and maintain bait.	2.1. Follow organisational safety procedures throughout all activities. 2.2. Select appropriate method for catching and collecting target bait species. 2.3. Select and set up appropriate equipment for targeted bait species and check working order. 2.4. Use bait collecting method and equipment effectively to maximise catch. 2.5. Comply with permissions, and bait catching regulations applicable to the location. 2.6. Determine optimum level of freshness of bait for catching target species. 2.7. Keep fresh bait alive in suitable conditions to enhance its effectiveness 2.8. Maintain dead bait in suitable conditions for future use.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety procedures for fishing activities.
Planning and organising skills to:	determine the targeted species of fish to be caught and match selection of bait to plan for the selection of equipment and methods to catch bait.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH002 Select and catch bait

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for the particular region or locality in which recreational fishing activities are delivered:

source, collect and present information in a portfolio or verbal report covering four different species of fish found in the region

for each of the four species, include information on:

food sources and feeding habits

preferred bait for catching the species

when berley would be used and when it is inappropriate

contents and different mixes of berley that are appropriate for attracting the species

complete three sessions to catch or collect bait suited to one or more chosen target species of fish to be caught, and collectively use three of the following methods to catch or collect that bait, as permitted by regulations for the locality:

use of nets

use of handlines

use of rods, reels and line

use of traps

use of pumps

use of hand gathering techniques

utilise three of the following methods to maintain fresh bait for future use

use of ice water

placing of insects in a stocking

using live bait tanks

using keep nets

using wet bags, cloth and sand

using aerators and or supplying fresh water to fish stored in tubs or pools.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for fishing activities

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations and permission requirements for recreational fishing:

areas closed to fishing and bait collection

types of baits that are permissible and prohibited

protected species that might otherwise be used as bait

prohibited bait catching methods

permissions required from Indigenous communities

how the use of inappropriate bait can impact on the environment and health of fish and population

types of inappropriate bait and basic biosecurity measures to limit the spread of pests and diseases

for different species of fish found in in saltwater, freshwater or brackish habitats within the particular region or locality in which recreational fishing activities are delivered:

food sources and feeding habits

preferred bait for catching the species

when berley would be used and when it is inappropriate

contents and different mixes of berley for attracting the species:

plant and marine life from the area

fish offal

fish oils

animal offal

grain

general types of bait used to catch fish, their habitats, advantages and disadvantages of use and how the species of targeted fish will affect choice:

shellfish including prawns and pipis

fish of different sizes including pilchards and whitebait

squid

octopus

cunjevoi

yabbies

worms

maggots

mud eyes

crickets

grasshoppers

green weed

seaweed

types of manufactured bait, general contents and permissible use

permitted methods, features and operation of permitted equipment used to catch or collect different types of bait:

nets

digging

dredging

line fishing

trapping

trawling

worm pumps

yabby nets

yabby pumps

hand gathering

effectiveness, advantages and disadvantages of using:

fresh bait

frozen bait

manufactured bait

methods, features and operation of equipment used to keep bait alive and how long live bait can be maintained for effective use:

methods used to maintain dead or excess bait and how long dead bait can be maintained for effective use:

freezing and refrigeration

salting, freeze drying, dehydration and alcohol preservation.

Assessment Conditions

Bait catching skills can be demonstrated in any land or water environment found within the particular region or locality.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

equipment used to catch or collect different types of bait which complies with local regulations for use

equipment used to keep bait alive and frozen

organisational safety procedures for fishing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH003 Select and rig tackle outfits

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, rig and balance fishing tackle outfits that are suited to the type of recreational fishing, location, habitat and target fish species.

Recreational fishing activities are diverse and this unit is relevant to any type of fishing completed in any region or locality within different types of waters.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select tackle outfit.	1.1. Select rod suitable to type of fishing, location, habitat and target fish species. 1.2. Select reel according to the rod, line and type of fishing. 1.3. Select class of line according to the rod, reel and type of fishing. 1.4. Check regulations applicable to the location for restrictions on tackle outfits.
2. Select and rig terminal tackle	2.1. Select terminal tackle according to type of fishing, location, habitat and target fish species. 2.2. Select the size and style of hook according to target fish species. 2.3. Select sinkers of a size appropriate to type of fishing and currents in waters to be fished. 2.4. Select and prepare trace or leader, and swivels, as required. 2.5. Prepare and rig all terminal tackle using methods and equipment to suit tackle characteristics. 2.6. Tie knots according to selected terminal tackle and mode of fishing. 2.7. Select other fishing accessories to maximise catch.
3. Balance outfit.	3.1. Match rod, reel and terminal tackle to optimise balance. 3.2. Match line class to rod and reel accounting for line application requirements and breaking strain. 3.3. Balance rod to reel, and balance line and terminal tackle.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety procedures for fishing activities.
Numeracy skills to:	determine the size of hooks and weight of terminal tackle components through visual and tactile estimations.
Problem-solving skills to:	make ongoing adjustments to the balance of fishing tackle rigs until final balance is achieved.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH003 Select and rig tackle outfits

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular type of fishing and for three different types of target fish species:

select the following according to the type of fishing, location, habitat and target fish species:

rod

reel

line

terminal tackle

rig and balance three fishing tackle outfits

during all rigging activities, consistently follow safety procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for rigging fishing tackle outfits

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations for recreational fishing:

prohibited and permitted fishing methods

prohibited and permitted tackle outfits and terminal tackle

how the type of fishing and target species affects selection of:

rods

reels

line

terminal tackle

for different types of fishing and typical species of associated fish, suitable types of:

rods and reels

lines of different classes and breaking strain

terminal tackle:

hooks, including barbless hooks

swivels

snaps

sinkers and other weights

traces

leaders, for fly fishing

flies

lures

the relationship of sinker size, shape and weight to water or vessel movement

methods used to:

prepare trace

rig different types of terminal tackle

different types of knots and when these are used to rig fishing tackle outfits:

terminal knots

line to line knots

specialty knots

the importance and benefits of matching rod, reel and terminal tackle to the balance of the whole rig

methods used to:

balance rod to reel

balance line and terminal tackle

features and functions of fishing accessories used to maximise catch:

cyalume sticks

floats

berley cages

corks

bait scents

fluorescent additives.

Assessment Conditions

Skills can be demonstrated in any environment, including in the field, where fishing tackle is selected, rigged and balanced.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

tools used to rig terminal tackle

organisational safety procedures for rigging fishing tackle outfits

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH004 Lead fishing activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during fishing activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct fishing techniques. To do this, leaders must be proficient in fishing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate fishing techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of fishing regulations, known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Demonstrate and explain how to safely carry, handle and stow fishing rods, hooks, knives and other potentially hazardous items of equipment. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise fishing activities.	3.1. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.2. Provide clear and accurate instructions and or demonstrations throughout the session. 3.3. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.5. Implement required modifications to activity or location to improve catch, to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during fishing activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH004 Lead fishing activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three fishing sessions for a group of participants according to predetermined activity plans

across the three sessions:

collectively use two different demonstration and instruction techniques

identify three casting faults made by participants and advise on suitable fixes, as relevant to the tackle outfit being used

during each session consistently manage participant adherence to safety procedures and fishing regulations

after each session, facilitate a debrief with participants

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for fishing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to fishing activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

activity and locality specific regulatory requirements.

Assessment Conditions

Skills can be demonstrated in any type of water found within the particular region or locality including saltwater, freshwater and brackish fish habitats. Casting demonstrations and bait collection activities can be land based.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

Australian Standard, or equivalent, compliant lifejackets, as required for the location

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for fishing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK001 Paddle a kayak on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on flatwater.	2.1. Embark and launch kayak from bank, shore or jetty while maintaining stability. 2.2. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the kayak in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned kayak to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter kayak.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark kayak at bank, shore or jetty while maintaining stability. 5.2. Secure kayak to bank, shore or jetty using appropriate knots. 5.3. Secure kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK001 Paddle a kayak on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak craft in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens and advantages and disadvantages

features and functions of lifejackets and helmets suitable for flatwater conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in flatwater conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in flatwater conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on kayaking activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark kayaks from bank, shore or jetty

secure kayaks to bank, shore or jetty

a range of strokes used in flatwater conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to flatwater conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak on a planned course as part of a group on waterways that feature slow moving water conditions. It covers the skills to paddle on rivers, up to grade 1, and on large open bodies of water such as lakes and dams. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

For rivers, grade 1 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. These rivers have long stretches of slow moving water that could feature regular small waves and or riffles, relatively few obstacles and an easy passage to find and follow. Large bodies of water also feature slow moving water conditions.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on slow moving water.	2.1. Embark and launch kayak from bank while maintaining stability. 2.2. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the kayak in a controlled manner following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter kayak.
4. Perform deep water rescues in slow moving river conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark kayak at bank while maintaining stability. 5.2. Select a secure bank feature and secure kayak using appropriate knots. 5.3. Secure kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

if utilising a sit in kayak, execute two controlled rolls

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for slow moving river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in slow moving river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in slow moving river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 1 rivers

examples of local rivers attributed as slow moving and any that are grade 1

hydrological features of slow moving water sufficient to understand the impacts on kayaking activities

typical hazards associated with paddling and swimming in slow moving river conditions, and techniques used to safely negotiate these:

currents

eddies

strainers

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on slow moving water to:

embark, launch, land and disembark kayaks from bank or jetty

secure kayaks to bank or jetty

a range of strokes used in slow moving river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

roll techniques suitable for use with sit in kayaks in slow moving water:

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in slow moving river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to slow moving river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK003 Paddle a kayak on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on grade 2 rivers.	2.1. Select suitable location, embark and launch kayak using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre kayak. 2.3. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support kayak using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 4.2. Exit the kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 4.3. Maintain appropriate body position in water to minimise entrapment and injury. 4.4. Manoeuvre the paddle and upturned kayak to shore or to rescue craft. 4.5. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.6. Use techniques when in deep water to empty water and re-enter kayak.
5. Perform deep water rescues in grade 2 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure kayaks.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark kayak using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure kayak using appropriate knots. 6.4. Secure kayak for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK003 Paddle a kayak on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land kayaks to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the kayak:

combining strokes to effectively manoeuvre the kayak

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the kayak and negotiating rapids

execute four controlled rolls as follows:

use one technique and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in grade 2 river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks to the bank and for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark kayaks in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 2 river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the kayak and negotiating rapids

for self rescues:

roll techniques suitable for use with sit in kayaks in grade 2 rivers

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to grade 2 river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK004 Paddle a kayak on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland rivers with grade 3 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 3 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with rapids which have fairly high waves, one to two metres tall, broken water, and strong currents and eddies. These rivers have significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around using proficient paddling. Passages through rapids may be difficult to recognise from the river and inspection from the bank is usually required.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on grade 3 rivers.	2.1. Select suitable location, embark and launch kayak using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre kayak. 2.3. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support kayak using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 4.2. Exit the kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 4.3. Maintain appropriate body position in water to minimise entrapment and injury. 4.4. Manoeuvre the paddle and upturned kayak to shore or to rescue craft. 4.5. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.6. Use techniques when in deep water to empty water and re-enter kayak.
5. Perform deep water rescues in grade 3 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure kayaks.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark kayak using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure kayak using appropriate knots. 6.4. Secure kayak for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK004 Paddle a kayak on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land kayaks to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the kayak:

combining strokes to effectively manoeuvre the kayak

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the kayak and negotiating rapids

execute four controlled rolls as follows:

use at least one technique and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 3 river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in grade 3 river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in grade 3 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure canoes to the bank and for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 3 rivers

examples of local rivers attributed as grade 3

typical hydrology features and hazards for grade 3 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark kayaks in grade 3 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 3 river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in grade 3 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the kayak and negotiating rapids

for self rescues:

roll techniques suitable for use with sit in kayaks in grade 3 rivers

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 3 river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to grade 3 river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids that are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK005 Lead kayaking activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on flatwater areas according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to flatwater conditions. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to flatwater conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise flatwater kayaking activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during flatwater kayaking activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK005 Lead kayaking activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on waterways that feature slow moving water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to slow moving river conditions. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to slow moving river conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on slow moving water.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on slow moving water.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on slow moving water:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK007 Lead kayaking activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to grade 2 rivers. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK007 Lead kayaking activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets local maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK008 Lead kayaking activities on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on grade 3 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to grade 3 rivers. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to grade 3 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on grade 3 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on grade 3 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK008 Lead kayaking activities on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on grade 3 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these\

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids that are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS001 Paddle a sea kayak in enclosed waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in enclosed waters and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in enclosed waters defined as bays and harbours where no surf is present. Water would feature small breaking white capping waves up to 0.5 metre. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in enclosed waters.	2.1. Embark and launch sea kayak from shore while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the sea kayak in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in enclosed waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure sea kayaks.	5.1. Land and disembark sea kayak on shore while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS001 Paddle a sea kayak in enclosed waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back of blade

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak craft in use provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for sea kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for enclosed water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in enclosed waters and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in enclosed waters, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of bays and harbours including currents, waves and tides sufficient to understand the impacts on sea kayaking activities

typical hazards associated with paddling and swimming in enclosed water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in enclosed waters to embark, launch, land and disembark sea kayaks from shore

a range of strokes used in enclosed water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and sea kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in enclosed water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to enclosed water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in enclosed waters which can be bays or harbours where no surf is present. The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

sea kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS002 Paddle a sea kayak in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in sheltered coastal waters and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in sheltered coastal waters defined as estuaries, embayments, areas enclosed or partly enclosed by islands or a fringing reef; or areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature small breaking white capping waves up to 0.5 metre with no difficult landings. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in sheltered coastal waters.	2.1. Embark and launch sea kayak from shore while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the sea kayak in a controlled manner following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in sheltered coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark sea kayak on shore while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS002 Paddle a sea kayak in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using front and back of blade

emergency stop

effectively manoeuvre the sea kayak by combining strokes

if utilising a sit in kayak, execute two controlled rolls in one direction

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for sea kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for sheltered coastal water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in sheltered coastal water conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in sheltered coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of sheltered coastal waters including currents, waves and tides sufficient to understand the impacts on sea kayaking activities

typical hazards associated with paddling and swimming in sheltered coastal water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in sheltered coastal waters to embark, launch, land and disembark kayaks from shore

a range of strokes used in sheltered coastal water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using front and back of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

how to effectively manoeuvre sea kayaks by combining strokes and which combinations are effective

for self rescues:

roll techniques suitable for use with sit in kayaks in sheltered coastal waters

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in sheltered coastal water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to sheltered coastal water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS003 Paddle a sea kayak in exposed coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in exposed coastal waters, and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in exposed coastal waters defined as areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature breaking white capping waves up to 1.0 metre and difficult landings may be involved. Paddlers at this level can paddle in fresh winds of 17-21 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in exposed coastal waters.	2.1. Embark and launch sea kayak from shore in surf while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Utilise appropriate paddling strokes and techniques to manoeuvre sea kayaks across, into and down wind. 2.5. Utilise waves to assist in turning sea kayaks. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Maintain visual contact and effective communication with party members throughout all activities. 2.8. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the sea kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in exposed coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure sea kayaks.	5.1. Land and disembark sea kayak on shore in surf while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS003 Paddle a sea kayak in exposed coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the sea kayak:

combining strokes to effectively manoeuvre the sea kayak

manoeuvring the sea kayak across, into and down wind

using waves to assist in turning

execute four controlled rolls as follows:

use one or more techniques and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for exposed coastal water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in exposed coastal water conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in exposed coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

typical hydrology features and hazards for exposed coastal waters, and techniques used to safely negotiate hazards:

currents

waves

tides

swell

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in exposed coastal waters to embark, launch, land and disembark kayaks from shore in surf

a range of strokes used in exposed coastal water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in exposed coastal waters:

combining strokes and which combinations are effective

manoeuvring sea kayaks across, into and down wind

using waves to assist in turning

for self rescues:

roll techniques suitable for use with sit in kayaks in exposed coastal waters

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and sea kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in exposed coastal water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to exposed coastal water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

water with breaking white capping waves up to 1.0 metre and difficult landings may be involved

ideally fresh winds of 17-21 knots (Beaufort Scale); winds could vary but warnings should not exceed fresh wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

bailing device

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS004 Lead sea kayaking activities in enclosed waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in enclosed waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to enclosed waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to enclosed waters	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in enclosed waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in enclosed waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS004 Lead sea kayaking activities in enclosed waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in enclosed waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in enclosed waters which can be bays or harbours where no surf is present. The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

sea kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS005 Lead sea kayaking activities in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in sheltered coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to sheltered coastal waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to sheltered coastal waters.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in sheltered coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in sheltered coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS005 Lead sea kayaking activities in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in sheltered coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS006 Lead sea kayaking activities in exposed coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in exposed coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to exposed coastal waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to exposed coastal waters.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in exposed coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in exposed coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS006 Lead sea kayaking activities in exposed coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults

after each session, facilitate a debrief with participants and participate in a team member debrief.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in exposed coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

water with breaking white capping waves up to 1.0 metre and difficult landings may be involved

ideally fresh winds of 17-21 knots (Beaufort Scale); winds could vary but warnings should not exceed fresh wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN001 Finalise operation of outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to organise the final operational logistics for any type of outdoor recreation activity before departure. It requires the ability to evaluate the predetermined activity plan, which might be self-developed or developed by others, and to adjust this according to current conditions. It involves the final selection and packing of equipment.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who work independently or with limited guidance from others in operational or coordination roles. This includes logistics coordinators and leaders, guides or instructors, who will be responsible for delivering the activity.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for activity.	1.1. Identify, from activity plans, characteristics and abilities of and special requirements for participants. 1.2. Interpret plans and risk assessments for activity and confirm suitability. 1.3. Access and interpret current weather and environmental information to ascertain impacts on activity plans. 1.4. Confirm receipt of, and conditions that apply to, any required permits and permissions from land management authorities, owners or custodians. 1.5. Make adjustments to location and activity, as required, within scope of responsibility or refer for authorisation. 1.6. Inform relevant personnel of locations, routes and anticipated timings before departure.
2. Prepare and pack equipment for activities.	2.1. Select, as required, first aid, rescue, navigation and communication equipment suitable for destinations and according to activity plans. 2.2. Select activity equipment according to activity plans and known participant characteristics. 2.3. Adjust selection according to current operational conditions. 2.4. Complete pre-departure safety and serviceability checks on equipment. 2.5. Pack equipment according to route terrain, access requirements during activity, and to ensure load balance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret factual operational information in familiar formats interpret sometimes unfamiliar and potentially complex information about participant characteristics, land management requirements and risk assessments.
Writing skills to:	use fundamental sentence structure to complete pre-departure safety and serviceability forms that require factual information.
Numeracy skills to:	calculate and load correct quantities of equipment and resources.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support staff and base operational staff to finalise activity logistics.
Planning and organising skills to:	follow a logical selection, loading and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN001 Finalise operation of outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

organise the final pre-departure operational logistics for three different group activity sessions according to predetermined activity plans

for each of the three group activity sessions, select, complete pre-departure safety and serviceability checks for, and pack the following:

activity and personal protective equipment

first aid equipment

rescue equipment

communication equipment

utilise options provided in Assessment Conditions to make adjustments to two planned activity sessions after evaluating:

participant characteristics and associated risks

current weather and other environmental information and associated risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

features and inclusions of activity plans to be considered when finalising operational logistics for an activity:

participant profiles

equipment lists

resource lists

risk assessments

location and duration of activities

sources of information on weather and environmental conditions and how to use to ascertain activity conditions

specific to the particular type of outdoor recreation activity:

the effects of weather and other environmental conditions on:

activity and management of risk

route

selection of equipment including personal protective and rescue equipment

local activity venues, sites or locations suited to current conditions

aspects of applicable state, territory, local government or land manager regulations sufficient to know where the activity may be delivered and under what conditions

pre-departure safety and serviceability checks for equipment including personal protective and rescue equipment

features and functions, at an overview level, of different types of communication equipment used for recreational activities, and factors that affect choice:

radio equipment

mobile phones and applications

satellite phones

alerting and tracking devices including personal locator beacons (PLBs).

safe manual handling techniques used to avoid injury when shifting and packing equipment

importance of loading equipment and supplies for:

even weight distribution and load balance particular to the transportation mode and terrain (vehicle, trailer, vessel, watercraft, cycle, horse etc.)

easy access at relevant time during activities

waterproofing and stowing techniques used to keep clothing and equipment dry during activities.

Assessment Conditions

Skills must be demonstrated in a venue, such as an operational depot, from where recreational activities depart and pre-departure checks and loading take place. This can be:

an industry workplace

a simulated industry environment set up for the purposes of assessment.

Assessment must ensure use of:

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to adjusting activity sessions

activity, personal protective and rescue equipment specific to the particular type of outdoor recreation activity

first aid equipment

navigation equipment, where relevant

communication equipment including equipment for emergency response

specific to particular activity sessions:

participant profiles

activity plans

equipment lists

resource lists

risk assessments to include known and anticipated hazards, risks and control measures

permits and permissions, where relevant

hard copy or online information on weather and other environmental conditions

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN002 Plan outdoor activity sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to plan sessions for any type of outdoor recreation activity and to coordinate operational logistics. It requires the ability to plan for activity sessions within a whole of program, or for standalone activity sessions that meet the needs of participants, and to evaluate the effectiveness of sessions.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who work independently or with limited guidance from others in senior operational or coordination roles. This includes logistics coordinators and senior leaders, guides or instructors, who will be responsible for delivering the activity session.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of participants.	1.1. Obtain information to determine preferences and expectations of participants. 1.2. Identify characteristics, abilities and special needs of participants. 1.3. Advise participants of any reasons why they should not participate in activities.
2. Plan activity sessions.	2.1. Determine activity objectives to meet identified participant needs. 2.2. Plan activity session to meet identified objectives, needs, participant characteristics and abilities, and to enhance participation and motivation. 2.3. Consult with relevant personnel and clients, as required, for input to activity plan and adjust accordingly. 2.4. Determine human and other resource requirements and plan session within budgetary constraints and organisational capacity to deliver. 2.5. Obtain and interpret weather and environmental information and factor into plans. 2.6. Complete activity risk assessment, according to organisational policies and procedures, and plan session according to determined risks and control measures. 2.7. Document and present activity plan for approval by relevant personnel and or clients.
3. Coordinate activity resources.	3.1. Select activity venues, sites or locations appropriate for activity, participant needs and abilities, and organise access. 3.2. Obtain or check on any required permits and permissions from land management authorities, owners or custodians. 3.3. Identify roles of activity delivery personnel and roster those with appropriate skill set. 3.4. Allocate equipment to meet activity and participant needs. 3.5. Identify food and water required to maintain physiological wellbeing of participants and personnel for activity duration. 3.6. Organise, as required, catering, temporary sites and other resources.
4. Issue activity documents and brief delivery personnel.	4.1. Complete operational documents required by personnel delivering the activity. 4.2. Brief delivery personnel and support staff in operational details of the activity.
5. Evaluate effectiveness of activity sessions.	5.1. Obtain and evaluate feedback from delivery personnel and participants. 5.2. Identify successes, problems and difficulties. 5.3. Evaluate effectiveness of activity and identify areas for improvement to assist future planning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	develop comprehensive recreational activity plans and operational documents using language easily understood by all staff.
Self-management skills to:	take responsibility for activity session development from initial research through to evaluation critically evaluate successes and failures of recreational activities to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN002 Plan outdoor activity sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan three different outdoor activity sessions tailored to the particular needs of three different participant groups

for each of the above sessions, coordinate all activity resources

for each the above sessions, develop the following operational documents required by delivery personnel and provide a briefing:

activity plan

activity risk assessment

participant profiles

utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel and participants for two activity sessions

determine how to modify aspects of future sessions according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

different reasons and objectives for people participating in outdoor recreation activities

principles and theories of recreational activity design to:

achieve objectives of different types of participants

enhance engagement and motivation

provide educational outcomes

factors that affect activity design to meet participant preferences, expectations and needs:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

objectives of activity participation

budget and cost expectations

desired duration of activity session

season of operation, weather and environmental conditions

specific to the particular type of outdoor recreation activity:

factors affecting ability to participate and reasons for non-participation

suitable activity venues, sites or locations

aspects of applicable state, territory, local government, land manager, owner or custodian regulations sufficient to know:

where the activity may be delivered and under what conditions

how to obtain and maintain permits or permissions

key features of the range of equipment required

roles of delivery personnel and level of skill required:

leaders ( guides or instructors)

activity assistants

organisational support personnel

support personnel provided by client groups

acceptable ratio of participants to leaders to ensure safety

daily fluid and energy requirements of participants and any local environmental conditions which impact

basic principles of nutrition sufficient to know the food groups, source of nutrients and the basis of a balanced meal plan

format, inclusions and use of operational documents required by delivery personnel:

activity risk assessment

activity plans for sessions

participant profiles

participant informed consents

methods used to evaluate recreational activities:

participant, staff and client organisation evaluation questionnaires

debriefs with delivery personnel and client organisations

evaluation of complaints, problems, difficulties or incident reports.

Assessment Conditions

Assessment must ensure use of:

clients and team members with whom the individual can interact; these can be:

clients and team members in an industry workplace, or

people who participate simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel and participants

modifying aspects of subsequent sessions according to evaluation.

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

activity risk assessments

activity plans for sessions

participant informed consents

organisational policies and procedures for completing risk assessments

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN003 Develop outdoor recreation programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to develop outdoor recreation programs for any type of recreational activity, to plan whole of program operational logistics, and to evaluate, modify and continuously improve programs.

Programs may be developed for general consumer groups or customised to the needs of a particular client group. Programs could consist multiple and different sessions for the same group or a series of the same session for different groups.

This unit applies to any type of organisation that delivers outdoor recreation programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program managers and senior leaders, guides or instructors, who may also deliver the program.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of participant groups.	1.1. Identify and analyse program preferences and expectations of different consumer markets. 1.2. Discuss and determine preferences, expectations, characteristics, abilities and special needs of particular client groups. 1.3. Advise client of any reasons why their participants should not participate in a program.
2. Plan programs for outdoor recreation activities.	2.1. Determine program objectives to meet identified participant needs. 2.2. Design program to meet identified objectives, needs, participant characteristics and abilities and to enhance participation and motivation. 2.3. Consult, as relevant, with client, land managers, owners and custodians for input to program design and adjust accordingly. 2.4. Determine human and other resource requirements and design programs within budgetary constraints and organisational capacity to deliver. 2.5. Obtain and interpret weather and environmental information and factor into forward plans. 2.6. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.7. Document and present program for approval by other parties; personnel, clients, land managers, owners or custodians, as relevant.
3. Coordinate program resources.	3.1. Allocate resources according to program budget and refer problems to relevant personnel. 3.2. Evaluate and organise access to activity venues, sites or locations appropriate for program, participant needs and abilities. 3.3. Obtain any required permits and permissions from land management authorities, owners or custodians. 3.4. Identify roles of activity delivery personnel, select and roster those with appropriate skill set. 3.5. Allocate organisational equipment and obtain other, as required, to meet program and participant needs. 3.6. Arrange for equipment to be safely customised for use by different participant groups. 3.7. Book camp sites, accommodation, catering and other resource requirements as required.
4. Develop program documents and brief delivery personnel.	4.1. Determine, develop and provide information documents for client and program participants. 4.2. Determine, develop and provide operational documents required by personnel delivering the recreational program. 4.3. Brief delivery personnel and support staff in operational and risk management details of program.
5. Evaluate effectiveness of the program.	5.1. Determine criteria for program evaluation. 5.2. Liaise with delivery personnel and clients throughout program operation to identify successes, problems and difficulties. 5.3. Obtain and evaluate feedback from delivery personnel, clients and participants, according to evaluation criteria. 5.4. Evaluate program according to criteria and consultation with others. 5.5. Modify and continuously improve current and future programs according to feedback and program evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	develop comprehensive recreational programs and operational documents using language easily understood by clients, participants and staff.
Self-management skills to:	take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of program to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN003 Develop outdoor recreation programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

design two different outdoor recreation programs tailored to the particular needs of two different participant groups

for each of the above programs, coordinate whole of program resources

for each the above programs, develop the following documents:

information documents for client and program participants

operational documents required by delivery personnel and provide a briefing:

program plan

program risk assessment

participant profiles

two activity session plans or outlines

utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel, client, and participants for one program

determine how to modify aspects of future programs according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

different reasons and objectives for people participating in outdoor recreation activities

principles and theories of recreational programming and sequencing of activities to:

achieve objectives of different types of participants

enhance engagement and motivation

provide educational outcomes

for outdoor recreation organisations:

different types of consumer markets and different types of programs that are delivered

program preferences, expectations and special needs of different consumer markets

factors that affect general program design:

requirements of local land managers, owners and custodians

season of operation, weather and environmental conditions

organisational budget and cost expectations of market

availability of activity sites or venues

style, location and availability of accommodation to meet consumer expectations

style of catering to meet expectations and operational constraints of providing

factors that affect program design for particular client groups:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

objectives of program participation

budget and cost expectations

desired duration of program

preferred style of accommodation and catering

specific to the particular type of outdoor recreation activity:

factors affecting ability to participate and reasons for non-participation

suitable activity venues, sites or locations

aspects of applicable state, territory, local government, land manager, owner or custodian regulations sufficient to know:

where the activity may be delivered and under what conditions

how to obtain and maintain permits or permissions

key features of the range of equipment required and how equipment can be customised to suit different participants

sources of additional non-organisational equipment

roles of delivery personnel and level of skill required:

leaders (guides or instructors)

activity assistants

organisational support personnel

support personnel provided by client groups

acceptable ratio of participants to leaders to ensure safety

format, inclusions and use of program documents:

information documents for client and program participants

operational documents required by delivery personnel:

program plan

program risk assessment

participant profiles

session plans or outlines

participant informed consents

land manager, owner or custodian permits or permissions

methods used to evaluate recreational programs:

participant, staff and client evaluation questionnaires

debriefs with delivery personnel and client organisations

evaluation of complaints, problems, difficulties or incident reports.

Assessment Conditions

Assessment must ensure use of:

clients, team members and land management stakeholders with whom the individual can interact; these can be:

clients, team members and land management stakeholders in an industry workplace, or

people who participate in simulated activities during assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel, clients and participants

modifying aspects of subsequent programs according to evaluation

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

program plans

program risk assessments

session plans or outlines

participant informed consents

organisational policies and procedures for completing risk assessments

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the significant risks associated with delivering outdoor recreation activities. It can apply to whole of program planning or planning for standalone activity sessions and is relevant to any type of activity.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who plan or deliver programs or activity sessions including program and logistics managers and coordinators, and leaders (guides or instructors). They may complete risk assessments independently, in consultation with others or through a team effort.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify hazards for outdoor recreation activities.	1.1. Use hazard identification and risk assessment templates, independently or with other personnel to complete assessments. 1.2. Use a range of methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify built or environmental obstacles and hazards in areas where activities are delivered. 1.4. Gather and interpret weather and environmental information to ascertain impacts on activity conditions. 1.5. Identify features of and potential hazards for equipment to be used. 1.6. Record identified hazards according to organisational procedures and legal requirements.
2. Assess risks associated with hazards.	2.1. Consult with other personnel, as required, for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk analysis and risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with participants.	3.1. Identify participant characteristics and level of recreational skill to assess and determine acceptable degree of difficulty and risk for activities. 3.2. Identify reasons for general and particular client groups participating in outdoor recreation activities and different perceptions of competence and associated risk. 3.3. Assess how perceptions and behaviour might change while participating in specific activities. 3.4. Identify risk management strategies for potential participant responses and behaviour. 3.5. Maintain records of assessments according to organisational procedures and legal requirements.
4. Plan activities to eliminate or control risks.	4.1. Evaluate and determine ways to eliminate hazards from activity. 4.2. Evaluate and determine ways that risks can be effectively controlled for activity. 4.3. Determine measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.4. Incorporate risk control methods into documented plans and procedures for recreational activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three risk assessments for different activity sessions

incorporate risk control methods into documented plans and safety procedures for the above three sessions

complete three risk assessments for particular participant groups, and develop and document risk management strategies for potential participant responses and behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under the local state or territory work health and safety law for:

organisational and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consultation in the hazard identification and risk assessment process

record keeping

for outdoor recreation organisations:

what constitutes the workplace including environments where activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participants and spectators

organisational work health and safety procedures for:

identifying hazards and assessing risks

assessing risks associated with participants

a range of methods that can be used to identify hazards for recreational activities to include:

inspecting the activity site or venue and all equipment used for the activity, and completing safety checklists

gathering and evaluating weather and environmental information including terrain when relevant

identifying participant characteristics and level of recreational skill

reviewing accidents and near miss incidents

evaluating the complexity of activities

features of commonly used risk assessment methods which can include:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks which can include:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering or administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

factors that affect the development and use of risk management strategies to manage potential participant responses and behaviour:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

reasons why people engage in outdoor activities that involve risk

participant perceptions of own competence and risk from low to high and how this can be a match or mismatch to actual competence and risk

how optimal arousal and flow state during recreational activities can affect how personal risk is managed

risk management strategies for potential participant responses and behaviour:

setting ground rules

role modelling safe behaviours

closely monitoring, supervising and correcting behaviour of confident and influential participants

closely monitoring, supervising less confident participants

removing participants from activities

postponing, modifying or ceasing activities

specific to the particular type of outdoor recreation activity:

industry association safety standards or codes or practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, inclusions and use of templates to:

identify and record hazards

identify and record safety issues associated with potential participant behaviour

assess and record associated risks and control methods.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the recreational activities are conducted

all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to recreational activities

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

organisational work health and safety procedures for:

identifying hazards and assessing risks

assessing risks associated with participants

specific to the particular type of outdoor recreation activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to collect and interpret information on weather conditions for a specific locality or region. It also requires the ability to collect and evaluate information about environmental events such as floods, bushfires and droughts. These skills are used to plan outdoor recreation programs and activity sessions, and to assess weather and other conditions immediately before and during activities.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who plan or deliver programs or activities including program and logistics managers and coordinators, and leaders (guides or instructors).

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interpret information from a weather map.	1.1. Select map type according to required use. 1.2. Interpret weather map symbols and colours and associated weather conditions. 1.3. Compare and identify differences between current weather conditions and a current weather forecast.
2. Obtain and interpret information about, weather conditions for a locality or region.	2.1. Identify seasonal variations in weather patterns for a specific area. 2.2. Obtain long and short range weather forecasts for the general region and activity location. 2.3. Determine differences between large scale and localised weather conditions for a specific area. 2.4. Identify major cloud types, altitude level and influence on local weather. 2.5. Identify typical wind types, speeds and directions for locality and seasonal variations. 2.6. Determine effects of topography and landforms on weather conditions for activity location.
3. Obtain and interpret information about environmental events.	3.1. Access and interpret information about seasonal environmental events that occur in a specific area and locality. 3.2. Access and evaluate information on current environmental events and likelihood of impact on operational zone of outdoor recreation activities.
4. Plan activities according to weather and environmental conditions.	4.1. Determine and document a weather prediction for duration of activity for a specific locality or region using weather maps and forecast data. 4.2. Identify hazards associated with the onset of changing weather and other environmental conditions for locality or region and impacts on activities. 4.3. Assess weather conditions and forecast immediately before activities to determine suitability and limitations of activities. 4.4. Identify and implement strategies to ensure the safety and wellbeing of participants in current and predicted weather conditions.
5. Interpret weather in the field.	5.1. Access immediate weather forecast in the field, as able, and identify conditions and onset timelines. 5.2. Use a range of atmospheric features including wind and direction, temperature, sky colour, cloud type and coverage to assess weather. 5.3. Estimate probable changing weather conditions and onset timelines. 5.4. Identify and implement strategies to ensure the safety and wellbeing of participants in prevailing weather conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex technical information about weather and environmental events.
Writing skills to:	record weather predictions incorporating correct terminology and jargon.
Numeracy skills to:	interpret and record detailed numerical data involving degrees, percentages, speeds, volume and mass.
Technology skills to:	use a range of technologies to access information about weather and environmental conditions.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular region or locality and for a particular type of outdoor recreational activity:

interpret weather and environmental conditions for the seasons of operation and outline the following in a brief written or verbal report to include:

nature of different weather conditions in different seasons

nature of environmental events that occur and likelihood of their onset

activity specific hazards associated with those conditions

optimum time for operation of activities

interpret weather and environmental conditions for the operation of three forthcoming activity sessions and outline the following in a brief written or verbal report:

the predicted weather conditions for the duration of each activity session

activity specific hazards associated with the onset of particular weather conditions and environmental events

how activities can be delivered to provide for the safety and wellbeing of participants

utilise options provided in Assessment Conditions to interpret weather conditions in the field during the operation of two activity sessions and determine required activity modifications to suit prevailing conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

different types of weather maps, forecasts, current weather and environmental event information that are available

trusted sources and technologies used to access weather and environmental event information

methods used to predict and record weather conditions

characteristics of different map types and their different uses:

mean sea level pressure analysis

synoptic charts

forecast charts

marine wind forecasts

symbols and colours used on weather maps, what they represent, and associated weather conditions:

cyclones

anti-cyclones

isobars

depressions

troughs

ridges

fronts – cold, warm, stationary, occluded

precipitation type and intensity - drizzle, rain, hail, sleet, snow

wind speed and direction

sky, cloud cover

temperature

difference between current weather conditions and current forecast

different cloud types, altitude range and effects on ground weather:

cirrus

stratus

cumulus

nimbus

cumulonimbus

for a particular region or locality:

the general seasonal patterns of weather and environmental events to include:

temperature

humidity

precipitation

winds of different types, strengths and directions, common wind chill factors and how these are ascertained

storms

lightning

cyclones

floods

bush fires

droughts

tides and currents, as relevant

difference between large scale and localised weather conditions and forecasts

different topography and landforms present, and effects on local weather

hazards associated with local weather conditions and environmental events, including those which are life threatening, (e.g. storms, lightning, cyclones, floods, tides, currents, bush fires, droughts)

specific to the particular type of outdoor recreation activity:

particular weather conditions and weather hazards which affect operations

particular hazardous environmental events which affect operations

adjustments that can be made to provide for the safety and wellbeing of participants

when conditions are so extreme that activities must be abandoned

how the following can be used to estimate probable changing weather conditions and onset timelines:

wind and direction

temperature

sky colour, cloud type and coverage.

Assessment Conditions

Skills for in the field interpretation of weather must be demonstrated in an environment specific to the particular type of outdoor recreation activity.

Assessment must ensure use of:

information about the region and locality to allow the individual to evaluate specific characteristics related to topography, landforms, weather conditions and environmental events

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve in the field activity modifications

different types of weather maps

weather forecasts for the region and locality

forecasts for and information about environmental events

specific to the particular type of outdoor recreation activity:

programs plans

activity plans for sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN006 Plan for minimal environmental impact

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan outdoor activities to ensure that minimal environmental impact occurs. It requires the ability to determine the appropriateness of the activities for the setting and to develop plans and practices which reduce impact. Environmental impact includes that to the natural environment and to Indigenous and non-Indigenous heritage and cultural sites.

References to land managers and land management are used for simplicity and can equally apply to other environments such as marine locations.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to senior personnel who plan programs or activities including program and logistics managers and coordinators, and senior leaders (guides or instructors).

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify interrelationships between the environment and recreational activities.	1.1. Source information on ecological systems within the activity setting and their interrelationships. 1.2. Determine human impact of outdoor recreation activities on ecological systems and heritage and cultural sites. 1.3. Consult with appropriate regulatory authorities and custodians to identify sensitive areas within setting and aspects unique to it. 1.4. Liaise with stakeholders to identify parameters of use. 1.5. Identify implications of parameters of use to plan outdoor recreation activities.
2. Prepare a minimal impact plan for activities.	2.1. Analyse current environmental and cultural management strategies and codes implemented by land managers or custodians for the setting. 2.2. Identify and assess environmental, heritage and cultural characteristics of the setting and evaluate implications for proposed outdoor recreation activities. 2.3. Determine minimal impact practices to reduce impact on the environment, including heritage or cultural sites, according to regulations and codes. 2.4. Develop and document a minimal impact plan for activities to ensure sustainable outcomes for the setting.
3. Evaluate minimal impact practices.	3.1. Identify techniques to determine nature and degree of impact and evaluate effectiveness of minimal impact practices. 3.2. Modify and continuously improve current and future practices according to evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research, interpret and analyse complex and potentially unfamiliar information about environmental issues and land management requirements.
Writing skills to:	develop minimal impact plans and practices using language easily understood by a broad audience including staff and participants.
Self-management skills to:	take responsibility for minimal impact planning from initial research through to evaluation critically evaluate successes and failures of practices to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN006 Plan for minimal environmental impact

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular setting in which outdoor recreational activities are delivered:

research information on the following and provide a broad summary in a written report:

environmental, cultural and heritage characteristics of the setting and any unique aspects

environmental management strategies and minimal impact codes implemented by land managers, owners or custodians for the setting

any regulated parameters of land use

any requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols

develop and document two minimal impact plans:

one for a whole program of activities for a particular type of outdoor recreation activity

one for an individual activity session for a different type of outdoor recreation activity

within the above plans, document minimal impact practices and codes of conduct to be used by delivery personnel and participants

utilise options provided in Assessment Conditions to:

evaluate feedback received from delivery personnel and stakeholders about minimal impact practices

determine how to modify aspects of future practices according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

as relevant to the activity setting:

the applicable state, territory, local government, land management authority, owner or Indigenous custodians with oversight of the setting and:

their roles and responsibilities and the key aspects of land management strategies they use to regulate environmental impact, including that to heritage or cultural sites

regulated parameters of location use for recreational activities: area restrictions, dispersal of use, allowable activity types, locations, times, participant numbers

minimal impact codes they have developed which can or must be adopted

cultural protocols that should or must be followed

requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices

key features of ecological systems and their interrelationships sufficient to understand the overall environmental characteristics of the setting

specific problems of fragile environments and threatened species

characteristics and sensitivities of unique aspects including those for cultural and heritage sites

causes of environmental damage and consequences as they relate to specific outdoor recreation activities:

use of equipment

human impact

equine impact, as relevant

impact of transportation to and from activity sites

minimal impact practices implemented by recreational organisations:

avoiding sensitive areas

dispersing activities across areas to decentralise use

choosing activities, routes and types of transportation appropriate for the setting

using low impact equipment

limiting group size

implementing basic biosecurity measures to limit the spread of pests and diseases

using appropriate general and human waste disposal practices

adopting or developing participant codes of conduct for minimal impact and cultural respect

format and inclusions of:

minimal impact plans

codes of conduct

techniques used to determine the nature and degree of impact:

identifying the extent or spatial scale of the impact

identifying intensity or severity of the impact

identifying duration of the impact

evaluating stakeholder feedback or concerns

protocols for making contact and communicating with people, organisations and Indigenous communities to enable effective consultation.

Assessment Conditions

Assessment must ensure use of:

at least one site inspection of the setting where the proposed outdoor recreation activities will be delivered

information about the setting to allow the individual to assess its characteristics and any regulatory or other requirements that apply:

environmental, cultural and heritage characteristics of the setting and any unique aspects

environmental management strategies and minimal impact codes implemented by land managers or custodians for the setting

any regulated parameters of land use

any requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols

template or sample:

minimal impact plans for recreational activities

codes of conduct

stakeholders with whom the individual can interact; these can be:

stakeholders in an industry environment, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel and stakeholders about minimal impact practices

modifying aspects of practices according to evaluation.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN007 Manage risk for outdoor programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and sustain effective risk management practices for outdoor recreation programs.

This unit applies to any type of organisation that delivers outdoor recreation programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program and logistics managers and senior leaders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the context for risk management.	1.1. Interpret organisation’s strategic direction or policy on risk management, in accordance with general or industry standards. 1.2. Identify and analyse nature and extent of program objectives and activities offered by the organisation. 1.3. Determine risk management context with consideration of different programs, client group characteristics and requirements for competent leaders. 1.4. Determine overall sources of risk to guide risk management plans and practices for programs. 1.5. Identify insurance limitations and exclusions and determine effects on risk management processes. 1.6. Identify whether the proposed program aligns with the organisation’s risk tolerance.
2. Plan for risk management.	2.1. Identify, interpret and select appropriate and contemporary risk management models to suit organisational requirements. 2.2. Investigate and identify all sources of foreseeable risks associated with design and delivery of the program in consultation with relevant stakeholders. 2.3. Ensure identification of human risk factors relevant to dependent participants in outdoor recreation activities. 2.4. Account for risks presented by third party provider and requirements asked by them. 2.5. Analyse risks, determine levels and acceptable and unacceptable risks and document in consultation with relevant stakeholders. 2.6. Identify risk treatment options, and select preferred risk management methods in consultation with relevant personnel. 2.7. Document and present risk management plan for approval by relevant personnel and other parties as required; modify and finalise as required.
3. Develop resources and communicate to personnel and clients.	3.1. Develop hazard identification and risk assessment templates for program activities. 3.2. Identify organisational requirements for pre-activity participant safety briefings. 3.3. Develop and provide program risk communication documents for client and participants. 3.4. Develop and provide participant waivers or informed consents in consultation with relevant personnel or with appropriate legal advice. 3.5. Incorporate requirements of third party provider into all resources for clients and personnel. 3.6. Establish and implement induction or training to inform activity leaders about organisational risk management practices and documents.
4. Manage and evaluate risk management practices.	4.1. Determine staffing requirements for program activities and allocate suitable personnel for management of risk. 4.2. Monitor leader and participant compliance with program risk management practices. 4.3. Review incident reports and analyse causal factors. 4.4. Track incidents, collate and analyse incident trends and report findings. 4.5. Review risk management practices and initiate change in practices to achieve reduced incidents. 4.6. Communicate the outcomes of evaluation to relevant stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and potentially unfamiliar materials describing policies and standards for risk management.
Writing skills to:	develop comprehensive risk management plans and operational documents using language easily understood by clients, participants and staff.
Oral communications skills to:	explain legal and conceptual information to a full range of outdoor recreation personnel using language easily understood.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	take responsibility for risk management planning from initiation through to evaluation critically evaluate successes and failures of practices to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN007 Manage risk for outdoor programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document two different risk management plans for two different programs; these could involve different activities or different sites for the same type of activity

for each of the above plans incorporate the following documents:

emergency management plan

critical incident plan

hazard identification, risk assessment and control templates

risk communication information for client and participants

guidelines for pre-activity participant safety briefings

utilise options provided in Assessment Conditions to:

develop and deliver a presentation to communicate foreseeable program risk and benefits

provide a group briefing, for one of the above programs, to explain the risk management plan and all documents to a team of three leaders who will deliver the activities

collate, analyse and report on incident data, trends and causal factors for a program of activities

review and adapt risk management practices based on analysis.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

for outdoor recreation organisations, general and industry risk management standards relevant to program planning to include:

current Australian risk management standards

Australian Adventure Activity Standards and Good Practice Guides

components, inclusions and format of risk management programs and plans for outdoor recreation organisations:

risk management plan

emergency management plan

critical incident plan

field practices documentation

hazard identification, risk assessment and control templates

decision making models

risk communication information documents for client and participants

participant waivers and informed consents

typical insurance policy limitations and exclusions provided to outdoor recreation operators

risk factors relevant to outdoor recreation programs and activities and how these can impact on the risk management planning process:

specific participant characteristics

staffing

location specific

environment

activity specific including equipment

considerations for staffing requirements in the risk management process to include

current competence, skills, knowledge experience relevant to program

level of support available for program

capacity to operate independently

general risk management requirements of third party provider

format and inclusions of a range of hazard identification and risk assessment templates

contemporary risk management models used in outdoor recreation:

domino theory (chain of sequential events)

Swiss cheese

human factors (people, place, personal protective equipment)

systems analysis

incident, injury and fatality prevention

importance of consultation and communication at every stage of the risk management cycle

involvement of stakeholders and clients in risk management plans

involvement of personnel in identifying hazards, assessing risk and determining control measures

communicating risk to staff and clients

typical incident data captured by outdoor recreation operators:

date, time, weather, exact location

age and gender of participant

size of group

staff profiles

witness reports

nature of incident, near miss or injury

narrative description of what happened

first aid and or advanced medical care actions.

Assessment Conditions

Assessment must ensure use of:

team members with whom the individual can interact for consultation; these can be:

team members in an industry workplace, or

people who participate in simulated activities during assessment

comprehensive information about the operation of a real or simulated outdoor recreation organisation to determine its characteristics for the development of tailored risk management practices for outdoor programs

actual workplace incident data, or data for a simulated organisation to allow for evaluation of an organisation’s risk management performance and adaptation of practices

computers and general software programs used to produce system documents

template or sample:

risk management plans

emergency management plans

critical incident plans

hazard identification, risk assessment and control documents

risk information documents for client and participants

participant waivers and informed consent

industry standards or codes of practice including Australia Adventure Activity Standards and Good Practice Guides.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC001 Ride personal watercraft in smooth water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride personal water craft, usually as part of a group, in smooth water conditions and according to planned courses.

A personal watercraft (PWC) is a vessel with an engine used for propulsion, a fully enclosed hull and is designed not to retain water when capsized. The operator sits, stands or kneels on the vessel and uses handle bars to steer the craft. Craft are often referred to by their trademarked brand names which include Jet Ski®, WaveRunner® and Sea-Doo®.

This unit provides skills to ride craft in smooth water conditions within bodies of water which might include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands. Smooth water could feature small formed rippled wavelets which do not break but can include no more than small breaking white capping waves up to 0.5 metre. Riders at this level can operate craft in light winds up to 10 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during riding activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Complete PWC pre-start safety and serviceability checks according to manufacturers' recommendations and correct basic deficiencies. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders. 1.7. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Ride and manoeuvre personal water craft in smooth water conditions.	2.1. Confirm number of passengers does not exceed craft design limits. 2.2. Launch and board craft, attach kill switch lanyard to self and start craft while maintaining stability. 2.3. Control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the craft. 2.5. Monitor waterway hazards and other users consistently, and execute powered turns and emergency stops to avoid collisions. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Utilise bunch riding formation, monitor and make required adjustments to formation and speed. 2.8. Ensure compliance of self and party members with waterway rules for personal water craft.
3. Rescue self and others following ejection or capsize in deep water.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Ensure engine has shut down and craft is stationary. 3.3. Follow manufacturer’s directions to avoid engine damage, and roll capsized craft to upright position. 3.4. Approach upright craft from stern, after ejection or capsize, and reboard while maintaining craft stability. 3.5. Manoeuvre rescue craft to ejected or capsized party member, provide clear and concise instructions. 3.6. Assist rescuee to return to their craft using rescue technique appropriate to situation. 3.7. Conduct a craft to craft tow to return disabled personal water craft to shore.
4. Land and secure personal water craft.	4.1. Land, alight and retrieve craft at shore while maintaining stability. 4.2. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret factual activity plan information in familiar formats interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC001 Ride personal watercraft in smooth water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group personal water craft (PWC) sessions

during each session, consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules for PWC

control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle

participate in simulations to:

complete three self-rescues following a capsize

complete four deep water rescues to assist a single rider:

two ejections, craft upright

two capsizes, craft upturned

conduct two craft to craft tows to return PWC to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for personal water craft activities

exposure protection swim wear suitable for PWC activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

features and uses of exposure suits, booties, water shoes, gloves and mittens of different styles and grades suited to different conditions

features and functions of lifejackets suitable for PWC activities in different types of waters and how to fit and adjust these for comfort and safety

location and function of these PWC parts:

deck and hull

handle bars, throttle and reverse levers

steering cable

ignition and kill switch

battery

engine and drive shaft

water pump, impellor and steering nozzle

intake grate

fuel tank

how personal water craft work, at a basic level of understanding

manufacturers' recommendations for use

types of personal water craft suitable for use in smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of pre-start safety and serviceability checks completed prior to riding, how to complete these and what tools would be used:

checking fuel, oil and battery fluid supplies

ensuring engine compartment is adequately ventilated with no excess fumes

looking for leaks in fuels lines, oil tanks, exhaust system

ensuring battery terminals are secure

checking that the pump/intake area is free of debris

checking for cracks and other damage to the hull

ensuring engine hood cover is securely latched

testing throttle is working

ensuring kill switch is working and lanyard is attached to self

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

equipment features and techniques used to secure PWCs for transportation

communication protocols for group riding activities to include:

calls

hand signals

whistles

typical hydrology features and hazards for smooth waters, and techniques used to safely negotiate hazards:

currents

tides

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features of different locations that can be used to launch, board, land, alight and retrieve PWC including:

boat ramps

jetties

the shore

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used

techniques used for riding and manoeuvring PWC in smooth water conditions:

sitting and standing

weight shifting

throttle control for speed and direction

controlling direction – forward, reverse, turns

for ejections, capsizes and rescues:

appropriate swimming strokes and techniques to use while wearing lifejackets in smooth water conditions

where to locate manufacturer’s directions for rolling PWC in water and importance of following

methods used to right upturned PWC

importance of avoiding craft with engine running and for reboarding from stern

equipment and towing techniques used for PWC to PWC tows

rules specific to the operation of personal water craft and specific to the local state or territory:

requirements for PWC registration and display of registration numbers and labels

requirement for safe operation sticker, where this is affixed and information inclusions

requirements to hold a carry a PWC licence

restrictions that apply to licence holders under 16 years old

alcohol and drug restrictions for riders and others

restrictions on hours of operation

restrictions for number of passengers

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers, residential properties)

prohibited local areas – also called "exclusion" and "no go zones"

speed limits and any associated distance limitations, e.g. 4 knots when within 50metres of…

freestyling distance limitations; including what constitutes freestyling and how this is described in local rules, e.g. surfing, crossing or jumping waves, driving in irregular manner, erratic and non-directional operation

towing requirements – limitations, observer requirements, distance and speed limitations

incident reporting requirements including those for verbal and written reports

life jacket requirements

safety equipment requirements including those for kill switch safety lanyards and fire extinguishers.

Assessment Conditions

Skills can be demonstrated in bodies of water which can include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during PWC activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

basic tool and repair kit

ropes and tie down straps

towlines

activity plans to include details of planned route

marine charts and guides

template safety and serviceability checklists

boating guide issued by the local state or territory maritime authority

organisational safety and emergency response procedures for personal water craft activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC002 Ride personal watercraft in slight water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride personal water craft, usually as part of a group, in slight water conditions and according to planned courses.

A personal watercraft (PWC) is a vessel with an engine used for propulsion, a fully enclosed hull and is designed not to retain water when capsized. The operator sits, stands or kneels on the vessel and uses handle bars to steer the craft. Craft are often referred to by their trademarked brand names which include Jet Ski®, WaveRunner® and Sea-Doo®.

This unit provides skills to ride craft in slight water conditions in areas of exposed coastline with surf but without overfalls and tidal races present. Water would feature breaking white capping waves up to 1.25 metres. Riders at this level can operate craft in in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during riding activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Complete PWC pre-start safety and serviceability checks according to manufacturer’s recommendations and correct basic deficiencies. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders. 1.7. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Ride and manoeuvre personal water craft in slight water conditions.	2.1. Confirm number of passengers does not exceed craft design limits. 2.2. Launch and board craft, attach kill switch lanyard to self and start craft while maintaining stability. 2.3. Control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the craft. 2.5. Monitor waterway hazards and other users consistently, and execute powered turns and emergency stops to avoid collisions. 2.6. Utilise appropriate techniques to cross waves. 2.7. Maintain visual contact and effective communication with party members throughout all activities. 2.8. Utilise bunch riding formation, monitor and make required adjustments to formation and speed. 2.9. Ensure compliance of self and party members with waterway rules for personal water craft.
3. Rescue self and others following ejection or capsize in deep water.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Ensure engine has shut down and craft is stationary. 3.3. Follow manufacturer’s directions to avoid engine damage, and roll capsized craft to upright position. 3.4. Approach upright craft from stern, after ejection or capsize, and reboard while maintaining craft stability. 3.5. Manoeuvre rescue craft to ejected or capsized party member, provide clear and concise instructions. 3.6. Assist rescuee to return to their craft using rescue technique appropriate to situation. 3.7. Conduct a craft to craft tow to return disabled personal water craft to shore.
4. Land and secure personal water craft.	4.1. Land, alight and retrieve craft at shore while maintaining stability. 4.2. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret factual activity plan information in familiar formats interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC002 Ride personal watercraft in slight water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group personal water craft (PWC) sessions

during each session, consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules for PWC

control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle

safely negotiate crossing waves

participate in simulations to:

complete three self-rescues following a capsize

complete four deep water rescues to assist a single rider:

two ejections, craft upright

two capsizes, craft upturned

conduct two craft to craft tows to return PWC to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for personal water craft activities

exposure protection swim wear suitable for PWC activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

features and uses of exposure suits, booties, water shoes, gloves and mittens of different styles and grades suited to different conditions

features and functions of lifejackets suitable for PWC activities in exposed coastal areas and how to fit and adjust these for comfort and safety

location and function of these PWC parts:

deck and hull

handle bars, throttle and reverse levers

steering cable

ignition and kill switch

battery

engine and drive shaft

water pump, impellor and steering nozzle

intake grate

fuel tank

how personal water craft work, at a basic level of understanding

manufacturer’s recommendations for use

types of personal water craft suitable for use in slight water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of pre-start safety and serviceability checks completed prior to riding, how to complete these and what tools would be used:

checking fuel, oil and battery fluid supplies

ensuring engine compartment is adequately ventilated with no excess fumes

looking for leaks in fuels lines, oil tanks, exhaust system

ensuring battery terminals are secure

checking that the pump/intake area is free of debris

checking for cracks and other damage to the hull

ensuring engine hood cover is securely latched

testing throttle is working

ensuring kill switch is working and lanyard is attached to self

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

equipment features and techniques used to secure PWCs for transportation

communication protocols for group riding activities to include:

calls

hand signals

whistles

typical hydrology features and hazards for coastal waters, and techniques used to safely negotiate hazards:

currents

waves

tides

swell

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features of different locations that can be used to launch, board, land, alight and retrieve PWC in coastal waters including:

boat ramps

jetties

the shore

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used

techniques used for riding and manoeuvring PWC in slight water conditions:

sitting and standing

weight shifting

throttle control for speed and direction

controlling direction – forward, reverse, turns

negotiating waves

for ejections, capsizes and rescues:

appropriate swimming strokes and techniques to use while wearing lifejackets in slight water conditions

where to locate manufacturer’s directions for rolling PWC in water and importance of following

methods used to right upturned PWC

importance of avoiding craft with engine running and for reboarding from stern

equipment and towing techniques used for PWC to PWC tows

rules specific to the operation of personal water craft and specific to the local state or territory:

requirements for PWC registration and display of registration numbers and labels

requirement for safe operation sticker, where this is affixed and information inclusions

requirements to hold a carry a PWC licence

restrictions that apply to licence holders under 16 years old

alcohol and drug restrictions for riders and others

restrictions on hours of operation

restrictions for number of passengers

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers, residential properties)

prohibited local areas – also called "exclusion" and "no go zones"

speed limits and any associated distance limitations, e.g. 4 knots when within 50metres of…

freestyling distance limitations; including what constitutes freestyling and how this is described in local rules, e.g. surfing, crossing or jumping waves, driving in irregular manner, erratic and non-directional operation

towing requirements – limitations, observer requirements, distance and speed limitations

incident reporting requirements including those for verbal and written reports

life jacket requirements

safety equipment requirements including those for kill switch safety lanyards and fire extinguishers.

Assessment Conditions

Skills must be demonstrated in in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

slight water defined as water which features breaking white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during PWC activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

basic tool and repair kit

ropes and tie down straps

towlines

activity plans to include details of planned route

marine charts and guides

template safety and serviceability checklists

boating guide issued by the local state or territory maritime authority

organisational safety and emergency response procedures for personal water craft activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC003 Lead personal water craft activities in smooth water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during personal water craft riding activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct personal water craft riding techniques applicable to smooth water conditions. To do this, leaders must be proficient in personal water craft riding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate personal water craft riding techniques applicable to smooth water conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise personal water craft riding activities in smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during personal water craft riding activities in smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC003 Lead personal water craft activities in smooth water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three personal water craft riding sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for personal water craft activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to personal water craft riding activities in smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills can be demonstrated in bodies of water which can include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for personal water craft activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC004 Lead personal water craft activities in slight water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during personal water craft riding activities in slight water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct personal water craft riding techniques applicable to slight water conditions. To do this, leaders must be proficient in personal water craft riding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate personal water craft riding techniques applicable to slight water conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise personal water craft riding activities in slight water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during personal water craft riding activities in slight water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC004 Lead personal water craft activities in slight water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three personal water craft riding sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for personal water craft activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to personal water craft riding activities in slight water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

slight water defined as water which features breaking white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for personal water craft activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF001 Guide a raft on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 2 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation, paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 2 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF001 Guide a raft on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different section of the same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 2 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 2 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different sections of the same grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 2 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 2 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF002 Guide a raft on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 3 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 3 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with rapids which have fairly high waves, one to two metres tall, broken water, and strong currents and eddies. These rivers have significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around using proficient paddling. Passages through rapids may be difficult to recognise from the river and inspection from the bank is usually required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue, and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 3 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation, paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 3 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF002 Guide a raft on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different sections of the same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of personal lifejackets and helmets suitable for grade 3 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 3 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 3 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 3 rivers

examples of local rivers attributed as grade 3

typical hydrology features and hazards for grade 3 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 3 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 3 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 3 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 3 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different section of the same grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 3 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 3 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF003 Guide a raft on grade 4 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 4 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 4 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with difficult rapids which have high irregular waves, difficult broken water, strong powerful and confused currents, and often boiling or strongly recirculating eddies. These rivers have significant and often constant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring. Passages through rapids are difficult to recognise from the river, and scouting would be required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 4 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 4 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF003 Guide a raft on grade 4 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different sections of eth same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

paddling through holes

paddling over drops

using rocks to stop

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 4 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 4 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 4 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 4 rivers

examples of local rivers attributed as grade 4

typical hydrology features and hazards for grade 4 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 4 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 4 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 4 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

paddling through holes

paddling over drops

using rocks to stop

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 4 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different sections of the same grade 4 rivers which must feature the following:

difficult rapids which have high irregular waves

difficult broken water, strong powerful and confused currents, boiling or strongly recirculating eddies

significant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring

passages through rapids are difficult to recognise from the river and scouting would be required

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 4 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 4 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF004 Lead rafting activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 2 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF004 Lead rafting activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 2 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 2 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF005 Lead rafting activities on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 3 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 3 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 3 rivers	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 3 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 3 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF005 Lead rafting activities on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 3 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 3 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 3 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF006 Lead rafting activities on grade 4 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 4 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 4 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 4 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 4 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 4 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF006 Lead rafting activities on grade 4 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 4 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 4 rivers which must feature the following:

difficult rapids which have high irregular waves

difficult broken water, strong powerful and confused currents, boiling or strongly recirculating eddies

significant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring

passages through rapids are difficult to recognise from the river and scouting would be required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 4 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 4 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC001 Conduct search and rescue

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to conduct a search and rescue within an activity-specific context. It requires the ability to fully assess the situation, develop a response plan and complete searches and rescues using methods and equipment appropriate for the situation.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and make plans.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Assess probable and possible location of lost participants and define search area. 1.3. Identify any known location and condition of participants in need of rescue. 1.4. Determine a suitable search and or rescue method according to situation and in line with organisational emergency response policies and procedures. 1.5. Select suitable equipment and resources to complete search or rescue. 1.6. Develop a response plan to include contingencies, roles and responsibilities of others. 1.7. Relay information to base as able and required.
2. Conduct search.	2.1. Provide clear and concise search instructions and information to others. 2.2. Advise search participants of communication processes and contingency plans. 2.3. Conduct search methodically using search techniques appropriate for situation.
3. Conduct rescue.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 3.3. Determine condition of persons in need of rescue. 3.4. Brief others involved in rescue and provide clear and concise instructions throughout rescue. 3.5. Use equipment and rescue techniques appropriate to situation. 3.6. Determine ambulatory status of rescued persons and use or construct an evacuation structure as required. 3.7. Evaluate and monitor condition of rescued persons and determine need for first aid, medical treatment or evacuation.
4. Seek outside assistance.	4.1. Identify situations requiring outside assistance and alert search or rescue authorities to initiate search or rescue. 4.2. Hand over search or rescue to relevant authorities according to organisational policies and procedures.
5. Debrief and complete reports.	5.1. Participate in incident management debrief and identify future response improvements. 5.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about search and rescue responses.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to search and rescue requirements.
Technology skills to:	use the features of emergency communication equipment to relay information about search and rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC001 Conduct search and rescue

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two simulated searches for lost parties using methods suitable for the land or water based environment

complete two simulated rescues using methods and equipment suitable for the circumstance

during each of the above search and rescue operations, designate roles and responsibilities to team members and participants to effectively conduct operations

for one of the above search or rescue operations, seek outside assistance from search or rescue authorities

for each search and rescue operation, participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response policies and procedures

roles and responsibilities that can be allocated to team members and participants to effectively conduct a search and a rescue

hazards and risks associated with search and rescue situations and methods uses to manage these

search methods, suitability for different circumstances, effectiveness and limitations to include those for:

ground searches

water based searches

rescue methods, suitability for different circumstances, effectiveness and limitations:

use of hand line

support techniques

use of flotation aids

specific to the particular type of outdoor recreation activity:

key features, functions and use of rescue equipment

evacuation equipment and how to improvise a structure if none available

key considerations for seeking outside assistance:

failed search or rescue

area of search exceeds ability to cover

weather, topography and time limitations

limitations of rescuer skill

inability to access person in need of rescue

condition of person in need of rescue and need for medical attention

functions of search and rescue authorities and how to contact:

police search and rescue

State Emergency Services (SES)

volunteer rescue agencies

ski patrol, as relevant.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of outdoor recreation activity.

First aid equipment must be available to replicate industry conditions of operation.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants, rescuees and external service providers with whom the individual interacts during simulated activities

rescue equipment specific to the particular type of outdoor recreation activity

communication equipment for emergency response

template incident reports

organisational emergency response policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a search and rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC002 Perform vertical rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish ropes and belays for rescue rope systems, and to use single rope techniques and mechanical advantage systems to rescue self and others during single pitch activities.

Vertical single rope rescue skills are required in a range of activity contexts which can include abseiling, climbing, canyoning and caving.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation and according to needs of person to be rescued. 1.3. Select equipment required for single rope rescues. 1.4. Determine roles and responsibilities of others; complete a briefing and provide clear and concise instructions throughout rescue. 1.5. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Establish systems for vertical rescues.	2.1. Determine need for use of mechanical advantage systems, identify and establish type appropriate for the rescue situation. 2.2. Select and rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Promptly establish rescue systems required to raise and lower persons from a single pitch. 2.4. Rig single rescue rope to minimise effects of rope stretch and rub points and for efficient descent and ascent during rescue. 2.5. Establish belays suitable for rescue circumstance and to ensure personal safety during rescues. 2.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly.
3. Descend and ascend a pitch using single rope techniques.	3.1. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 3.2. Descend and ascend a fixed rope efficiently, using and adjusting techniques suitable for circumstances. 3.3. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 3.4. Utilise techniques and equipment to adjust the single rope rig. 3.5. Choose optimum position and complete safe and efficient changeovers between descending and ascending. 3.6. Use techniques that minimise damage to equipment and the surface during activities.
4. Rescue others.	4.1. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 4.2. Operate rescue system to raise and lower persons from a single pitch. 4.3. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor. 4.4. Maintain safety of self, others and rescuee throughout rescue operations.
5. Rescue self.	5.1. Determine need for self rescue, assess situation and identify suitable techniques to resolve. 5.2. Anticipate hazards and utilise techniques to approach, avoid or negotiate throughout self rescue. 5.3. Implement extrication techniques to release from compromised situation. 5.4. Maintain personal safety throughout rescue operations.
6. Debrief and complete reports.	6.1. Participate in incident management debrief and identify future response improvements. 6.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Numeracy skills to:	complete simple calculations and approximations of loads for anchors, ropes and pulleys visually estimate distances to calculate lengths for ropes.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC002 Perform vertical rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

establish systems for and complete the following simulated vertical rescues:

two rescues of conscious persons

two self rescues

across the four rescues, collectively utilise the following equipment, techniques and methods:

select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

mechanical advantage systems which include simple pulley systems with one moving pulley

raising rescuee

lowering rescuee

single rope techniques including:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypassing knots

for each rescue operation

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a single rope rescue

features, functions, advantages and disadvantages of different types of anchors:

fixed artificial

naturally occurring

artificial removable:

the effects of rope stretch during single rope operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

stretch increases haulage effort

potential for rescuer and rescuee to impact with hazards, or become entangled or further entangled

features and functions of equipment used for single rope descents and ascents, and their specific application to rescue operations:

belay systems:

top rope top belay

bottom brake

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

mechanical advantage systems; simple pulley systems with one moving pulley

how the following factors affect the selection and rigging of above equipment for single rope rescues:

site characteristics including position of rub points

weather and environmental conditions

rescuee’s size, weight, and ability

manufacturers' specifications for equipment use

techniques used to:

establish belay systems for single rope rescues

close the system; advantages and disadvantages of doing so

when different knots are used in rigging, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

safety requirements at the pitch head including use of personal attachment systems

techniques used to adjust the rope rig to include those for changing:

cord length

types of ascenders and descenders

type of ascending action used

single rope rescue techniques used to:

raise and lower conscious persons from single pitches

descend and ascend a fixed rope

lock off during descent

changeover from descending to ascending

changeover from ascending to descending

changeover to another system while suspended on a rope

bypass knots

secure rescuee and escape from a loaded belay system

typical hazards associated with single rope descents and ascents, and techniques used to safely negotiate.

Assessment Conditions

Skills must be demonstrated in an above or below ground single pitch environment which might include cliff faces, canyons or caves with vertical to near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

personal protective equipment to include:

gloves, as required

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

single rope abseiling equipment:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

mechanical advantage systems

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC003 Perform complex vertical rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish ropes and belays for rescue rope systems, and to use rope rescue techniques and mechanical advantage systems to rescue self and others during single and multi pitch activities. Complex situations may involve bad or extreme weather, unconscious persons, numerous environmental hazards or a combination of many factors.

Complex rope rescue skills are required in a range of activity contexts which can include abseiling, climbing, canyoning and caving.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of persons in need of rescue. 1.3. Select rescue equipment according to requirements. 1.4. Determine roles and responsibilities of others, complete a briefing and provide clear and concise instructions throughout rescue. 1.5. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Establish systems for complex rescues.	2.1. Determine need for use of mechanical advantage systems, identify and establish type appropriate for rescue situation. 2.2. Select and rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Promptly establish rescue systems required to raise and lower persons for complex situations. 2.4. Rig rescue ropes to minimise effects of rope stretch and rub points and for efficient ascent and descent during rescue. 2.5. Establish belays suitable for rescue circumstance and to ensure personal safety during rescues. 2.6. Verify manufacturers’ recommendations, equipment limitations and safety margins, and rig equipment accordingly.
3. Conduct complex rescue of others.	3.1. Identify situations requiring approach from above or below and implement suitable approach procedures. 3.2. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 3.3. Operate rescue system to raise and lower persons on single and multi pitches. 3.4. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor. 3.5. Maintain safety of self, others and rescuee throughout rescue operations.
4. Complete complex self rescues.	4.1. Determine need for self rescue, assess complexities of situation and identify suitable techniques to resolve. 4.2. Anticipate hazards and utilise techniques to approach, avoid or negotiate throughout complex self rescues. 4.3. Implement extrication techniques to release from compromised situation. 4.4. Maintain personal safety throughout rescue operations.
5. Debrief and complete reports.	5.1. Participate in incident management debrief and identify future response improvements. 5.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Numeracy skills to:	complete significant calculations and estimations of loads for anchors, ropes and pulleys visually estimate distances to calculate lengths for ropes.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC003 Perform complex vertical rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

establish systems for and complete the following simulated vertical rescues:

one rescue of a conscious person

two rescues of unconscious persons

two self rescues

across the five rescues, collectively utilise the following equipment, techniques and methods:

select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

mechanical advantage systems which include compound pulley systems with more than one moving pulley

rescue from above

rescue from below

raising rescuee

lowering rescuee

rescue with assisted haul from other team member(s)

single rope techniques including:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypassing knots

tandem descent

pluck off

rescue from a traverse

transfer load from one rope to another

for each rescue operation

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a complex rope rescue

key considerations for determining rescue methods and techniques for complex rescues:

site topography and access to person to be rescued

severity of site hazards

degree of urgency to avoid situation worsening

weather conditions

condition of person to be rescued

rescue abilities of self and team members

availability of equipment and human resources

features, functions, advantages and disadvantages of different types of anchors:

fixed artificial

naturally occurring

artificial removable

features, functions and operation of equipment used for complex rescues:

belay systems:

top rope top belay

top rope bottom belay

bottom brake belay

self-belay

static and live belays

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

releasable hitches

mechanical advantage systems to include:

simple pulley systems with one moving pulley

compound pulley systems with more than one moving pulley

factors that affect the selection and rigging of above equipment for complex rescues

manufacturers' specifications for equipment use

techniques used to:

establish belay systems for complex rope rescues

close the system; advantages and disadvantages of doing so

when different knots are used in rigging, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

complex rope rescue techniques used to:

raise and lower conscious and unconscious persons on single and multi pitches

rescue with assisted haul from other team member(s)

use a single rope and execute:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypass knots

complete two person (tandem) descents

pluck off

rescue from a traverse

transfer loads from one rope to another

traverse diagonally or horizontally

secure rescuee and escape from a loaded belay system

typical hazards associated with complex rope rescues, and techniques used to safely negotiate.

Assessment Conditions

Skills must be demonstrated in an above or below ground environment which might include cliff faces, canyons or caves.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

personal protective equipment to include:

gloves, as required

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

equipment used for complex rescues:

carabiners

maillon rapides

rope which can include static and or dynamic rope

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

mechanical advantage systems

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC004 Self rescue in white water

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to self rescue when in water after a craft capsize or ejection within inland white water rivers with rapids. These self rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manoeuvre self in moving water.	1.1. Assess situation, identify immediate hazards and risks and promptly determine best action. 1.2. Set and maintain ferry angle to balance swimming against current. 1.3. Use appropriate body position and defensive swimming techniques to negotiate moving water and river hazards. 1.4. Use appropriate body position and aggressive swimming techniques to negotiate moving water and to free self from river hazards. 1.5. Transition between defensive and aggressive swimming and maintain body position that avoids foot entrapment. 1.6. Break in and out of eddies and cross a current to reach shore. 1.7. Use direction and support aids provided by others to reach shore or rescue craft.
2. Wade in moving water.	2.1. Identify safe river location to wade. 2.2. Wade across rivers at mid-thigh depth and negotiate swift currents, when present. 2.3. Use direction and support aids provided by others to reach shore.
3. Re-enter craft.	3.1. Select a method of re-entry according to physical ability, type of craft and situation. 3.2. Re-enter craft with and without assistance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known to party members.
Numeracy skills to:	estimate speed of currents and depth of water.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC004 Self rescue in white water

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated self rescues in one or more inland white water rivers with rapids

during each of the above rescues:

consistently negotiate river hazards safely and effectively

use re-entry techniques suited to the type of craft utilised for the activity

across the three rescues collectively utilise the following aids effectively as the rescuee:

reach equipment

throw bags

rope coils.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

typical hydrology conditions and hazards associated with self rescues on inland white water rivers with rapids, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

appropriate swimming strokes and techniques to use while in paddling gear

defensive swimming techniques and when to use these in white water conditions:

floating passively on back facing downstream

riding with the river current

pointing feet downstream, toes out of water

using arms and legs to avoid serious contact with obstacles

aggressive swimming techniques and when to use these in white water conditions:

moving on to stomach

pointing head in direction of travel

stroking hard to move across the current

swimming freestyle across current

factors that affect selection of appropriate location for wading

shallow water wading techniques

aids used in rescues and how to use these effectively as rescuee:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

craft and paddle as a flotation device

for the particular type of water craft, techniques used to re-enter.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 2 rivers:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as rescuers providing aids during simulated activities

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

throw bags

rope coils.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC005 Rescue others in white water

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform rescues and recoveries on inland white water rivers with rapids. White water rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting, and techniques will vary according to the type of craft.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISORSC004 Self rescue in white water

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 1.3. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue others from moving water.	2.1. Identify immediate hazards, assess risks and negotiate throughout rescue to avoid injury to self and others. 2.2. Provide clear and concise instructions to person being rescued and others assisting. 2.3. Rescue a swimmer in moving water using reach techniques. 2.4. Utilise throw resources to reach a swimmer in moving water. 2.5. Release entrapped person, utilising methods suitable for situation. 2.6. Use safe contact methods, using craft, to rescue and transport a swimmer. 2.7. Provide both tethered and supported tows to nearest safe landing. 2.8. Select and use equipment and methods appropriate to situation to retrieve abandoned craft and equipment.
3. Use mechanical advantage systems.	3.1. Determine need for use of mechanical advantage systems. 3.2. Identify and promptly establish type appropriate for the rescue or recovery situation. 3.3. Verify manufacturers' recommendations, equipment limitations and safety margins; rig and use equipment accordingly. 3.4. Modify system, as required, to increase efficiency and communicate system changes to others assisting.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC005 Rescue others in white water

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated white water rescues, on one or more inland white water rivers with rapids, which collectively involve the following situations:

swimmers in the water, one at any given time

entrapped persons, one at any given time

abandoned craft and paddles to be recovered, one at any given time

across the three rescues, collectively utilise the following techniques and methods as relevant to the type of craft utilised:

reach techniques to rescue swimmers

reach techniques to recover paddles

throw techniques to rescue swimmers using throw bags and coiled ropes

two point craft on tether

single tow with paddler onboard (excluding raft rescues)

contact rescue, using craft and techniques relevant to the type of craft utilised

use of a mechanical advantage system to recover wrapped, pinned or breached craft

for each rescue operation:

consistently negotiate river hazards safely and effectively

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a white water rescue

communication protocols for rescue operations in white water:

calls

hand and paddle signals

whistles

typical hydrology conditions and hazards associated with rescues on inland white water rivers with rapids, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

features, functions and operation of equipment used for white water rescues:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

two point boat tether system

mechanical advantage systems to include:

z drags

pig-rigs

vector pulls

3:1 ratio

4:1 ratio

factors that affect the selection and rigging of mechanical advantage systems

manufacturers' specifications for equipment use

types of anchors used in rescue systems and factors that affect selection

types of knots used, and how to tie them, when establishing rescue systems

techniques used to rescue swimmers in moving water:

reach techniques

throw techniques using throw bags and rope coils

contact techniques

different types of entrapment encountered by rescuees and suitable methods used to extricate entrapped persons

as relevant to the particular type of water craft, techniques used when implementing the following rescue and recovery methods:

T (or X) rescue

wedge rescue

deck carry

providing single and double tows

retrieving abandoned craft and equipment

two point tethered tow.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 2 rivers:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

rescue equipment:

throw bags

rope coils

towlines

static rope

carabiners, Prusik cords and tape sling

mechanical advantage systems

knives

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC006 Lead and participate in complex white water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to both direct and complete complex rescues and recoveries on inland white water rivers with grade 3 and above rapids. White water rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting, and techniques will vary according to the type of craft.

Complex situations may involve multiple capsized participants, multiple equipment recoveries, dealing with numerous environmental hazards, or a combination of many factors.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISORSC004 Self rescue in white water

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of persons in need of rescue. 1.3. Select rescue equipment according to requirements. 1.4. Assess abilities, establish a chain of command and allocate roles and responsibilities to others. 1.5. Provide clear and concise instructions and confirm rescue crew understanding of roles, communication protocols and rescue actions. 1.6. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue multiple persons from moving water.	2.1. Prioritise rescue of persons according to need, and manage rescue crew response. 2.2. Monitor hazards, changing circumstances and actions of rescuers and provide ongoing direction. 2.3. Participate in rescue in and out of water, changing position as required, to effect rescue of multiple swimmers. 2.4. Provide clear and concise instructions to rescuers and rescuees throughout rescue. 2.5. Utilise reach and throw techniques to rescue multiple swimmers in moving water. 2.6. Release entrapped persons, utilising methods suitable for situation. 2.7. Use safe contact methods, using craft, to rescue and transport a swimmer. 2.8. Provide both tethered and supported tows to nearest safe landing. 2.9. Select and use equipment and methods appropriate to situation to retrieve abandoned craft and equipment.
3. Use mechanical advantage systems.	3.1. Determine need for use of mechanical advantage systems. 3.2. Identify and promptly establish type appropriate for the rescue or recovery situation. 3.3. Verify manufacturers' recommendations, equipment limitations and safety margins; rig and use equipment accordingly. 3.4. Modify system, as required, to increase efficiency and communicate system changes to others assisting.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively direct and work within teams to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC006 Lead and participate in complex white water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated complex white water rescues on one or more inland white water rivers with rapids, which collectively involve the following situations:

a minimum of three swimmers simultaneously in the water

a minimum of two simultaneously entrapped persons

a minimum of three simultaneously abandoned craft and paddles to be recovered

across the three rescues, collectively utilise the following techniques and methods, as relevant to the type of craft utilised:

reach techniques to rescue swimmers

reach techniques to recover paddles

throw techniques to rescue swimmers using throw bags and coiled ropes

two and four point craft on tether

single and double tows with paddler onboard (excluding raft rescues)

tyrolean rope system with craft on tether

contact rescue, using craft and techniques relevant to the type of craft utilised

use of a mechanical advantage system to recover a wrapped, pinned or breached craft

for each rescue operation:

consistently negotiate river hazards safely and effectively

establish a chain of command, allocate and communicate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuees

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

principles of a chain of command as relevant to rescue operations

roles and responsibilities that can be allocated to team members and participants to effectively complete a complex white water rescue

communication protocols for rescue operations in white water:

calls

hand and paddle signals

whistles

key considerations for determining rescue methods and techniques for complex white water rescues:

river topography and access to person to be rescued

river conditions

severity of river hazards

degree of urgency to avoid situation worsening

condition of persons to be rescued

rescue abilities of self and team members

availability of equipment and human resources

typical hydrology conditions and hazards associated with complex white water rescues on grade 3 and above rivers, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

features, functions and operation of equipment used for complex white water rescues:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

two and or four point boat tether system

mechanical advantage systems to include:

high line tyrolean tethering system (telfer lower)

z drags

pig-rigs

vector pulls

3:1 ratio

4:1 ratio

factors that affect the selection and rigging of mechanical advantage systems

manufacturers' specifications for equipment use

types of anchors used in rescue systems and factors that affect selection

types of knots used, and how to tie them, when establishing rescue systems

techniques used to rescue swimmers in moving water:

reach techniques

throw techniques using throw bags and rope coils

contact techniques

different types of entrapment encountered by rescuees and suitable methods used to extricate entrapped persons

as relevant to the particular type of water craft, techniques used when implementing the following rescue and recovery methods:

T (or X) rescue

wedge rescue

deck carry

providing single and double tows

retrieving abandoned craft and equipment

two point tethered tow

four point tethered tow.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 3 rivers:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

rescue equipment:

throw bags

rope coils

towlines

static rope

carabiners, Prusik cords and tape sling

mechanical advantage systems to include high line tyrolean tethering system

knives

template incident reports

organisational policies and procedures for emergency response

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC007 Perform basic surf rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform rescues and recoveries in surf conditions with waves up to 1 metre.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 1.3. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue others from surf.	2.1. Provide clear and concise instructions to person being rescued and others assisting. 2.2. Select approach and contact methods to minimise risk of injury or submersion of self as rescuer. 2.3. Rescue person in surf using rescue tube and non-motorised rescue craft. 2.4. Support, tow and monitor condition of rescued person. 2.5. Use appropriate carrying techniques to ensure airways are kept clear. 2.6. Utilise deep water resuscitation techniques according to standard practice and current guidelines.
3. Debrief and complete reports.	3.1. Participate in incident management debrief and identify future response improvements. 3.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC007 Perform basic surf rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated surf rescues

across the three rescues, collectively utilise the following aids effectively:

rescue tubes

rescue boards

surf craft (non-motorised) used as rescue craft

for each rescue:

consistently negotiate surf hazards safely and effectively

designate roles and responsibilities to team members and participants to effectively complete rescues

utilise appropriate carrying and deep water resuscitation techniques

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response.

roles and responsibilities that can be allocated to team members and participants to effectively complete a surf rescue

communication protocols for surf rescue operations:

calls

hand signals

whistles

key characteristics of winds, currents, tides, rips, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surf rescues and appropriate responses

typical hazards associated with surf environments, and techniques used to safely negotiate these:

rips

lateral currents

marine animals

rocks

sandbars

water users: surfers, swimmers, small craft

large waves

shore breaks

dumping waves

features, functions and operation of equipment used for surf rescues and factors that affect selection:

rescue tubes

rescue boards

surf craft used as rescue craft

for surf rescues:

appropriate contact methods to ensure safety of rescuer

methods used to support and tow rescued persons

methods used to carry rescued persons to ensure airways are clear

resuscitation techniques used in deep water and current Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in a surf environment which features the following:

waves up to 1 metre

beach breaks, point breaks, river mouth or reef breaks

water depth of shoulder height or less.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants, and rescuees with whom the individual interacts during simulated activities

exposure protection surf wear suitable for conditions, and exposure suits as required

rescue craft which can include surfboards, sea kayaks, stand up paddle boards or any type of non-motorised small craft

rescue equipment:

rescue tube

rescue boards

rope

knives

pea-less whistles not affected by water

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as recreational activity leader, guide or instructor; surf lifesaver or lifeguard, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate part time and full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in light to moderate wind conditions within smooth waters. It requires the ability to use fundamental skills to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in smooth water conditions found within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays. Sailors at this level can sail in variable winds from light winds up to 10 knots and in moderate winds of 11 to 16 knots (Beaufort Scale).

Smooth water could feature small formed rippled wavelets which do not break but can include small breaking white capping waves up to 0.5 metre. When moderate winds prevail, water could feature small white capping waves up to 1.25 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank or shore while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail a marked course in smooth water and light to moderate wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Determine wind direction and use wind, wind indicators and directional change to follow marked course. 4.4. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions. 4.5. Use wind indicators and angle of sail to vary speed and use a basic heave to as a reference point. 4.6. Sail the boat close hauled to a destination directly upwind. 4.7. Identify perimeters of no go zone, and tack boat from close hauled to close hauled. 4.8. Sail boat on a dead run and gybe mainsail while boat remains sailing on a dead run. 4.9. Identify hazards of gybing when sailing downwind, and implement strategies to avoid unexpected gybe.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor using techniques appropriate to situation. 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group sailing sessions in light wind conditions

complete two group sailing sessions in moderate wind conditions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sail boat

launch and land the sailboat under control

power, steer and turn the sailboat under control on a marked course

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for smooth water conditions and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging - meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank or shore, including those for tight positions

secure boats to bank or shore

specific to smooth water and light to moderate wind conditions:

fundamental sailing manoeuvres and techniques for tacking and gybing on a marked course

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

for two assessments:

light winds up to 10 knots (Beaufort scale) and small breaking white capping waves up to .05 metre

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in moderate to fresh wind conditions within partially smooth waters. It requires the ability to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in partially smooth water conditions found within ports, bays and harbours, and sheltered coastal areas up to 2 nautical miles seaward from the coast. Sailors at this level can sail in variable winds from moderate winds of 11 to 16 knots and in fresh winds of 17 to 21 knots (Beaufort Scale).

Partially smooth water could feature small white capping waves up to 1.25 metres. When fresh winds prevail, water could feature long moderate sized white capping waves between 1.25 and 2.5 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank, shore or wharf while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail a marked course in partially smooth water and moderate to fresh wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Determine wind direction and use wind, wind indicators and directional change to follow marked course. 4.4. Use the tiller extension where necessary to sail a course which includes windward and downwind legs. 4.5. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor using techniques appropriate for situation 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore or wharf using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group sailing sessions in moderate wind conditions

complete two group sailing sessions in fresh wind conditions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sail boat

launch and land the sailboat under control

power, steer and turn the sailboat under control on a marked course

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for partially smooth water conditions and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging, meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in partially smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the interrelationship of winds, tides and current and effects on sailing conditions

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank, shore and wharves, including those for tight positions

secure boats to bank or shore and wharves

specific to partially smooth water and moderate to fresh wind conditions:

sailing manoeuvres and techniques for tacking and gybing on a marked course

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in partially smooth water conditions which can be within ports, bays and harbours, and sheltered coastal areas.

The environment must feature the following:

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres

for two assessments:

fresh winds between 17 to 21 knots (Beaufort Scale) and long moderate sized white capping waves between 1.25 and 2.5 metres

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in partially smooth water and moderate to fresh wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in moderate wind conditions within open coastal waters. It requires the ability to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in open coastal waters between 2 to 5 nautical miles seaward from the coast. Sailors at this level can sail in moderate winds of 11 to 16 knots (Beaufort Scale).Water could feature small white capping waves up to 1.25 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank, shore or wharf while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail small boat in open coastal waters and moderate wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Analyse wind indicators to anticipate gusts, lulls, lifts and knocks and use wind shifts when sailing upwind and downwind. 4.4. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions. 4.5. Heave to and back the mainsail to control speed of boat. 4.6. Reduce sail in response to variable wind conditions. 4.7. Trim sails, and steer boat efficiently in moderate wind conditions.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor, using techniques appropriate for situation. 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore or wharf using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four group sailing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sailboat

launch and land the sailboat under control

power, steer and turn the sailboat under control

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for open coastal waters and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging, meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in open coastal water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the interrelationship of winds, tides and current and effects on sailing conditions

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank, shore and wharves, including those for tight positions

secure boats to bank or shore and wharves

specific to open coastal waters and moderate wind conditions:

sailing manoeuvres and techniques for tacking and gybing

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in open coastal waters.

The environment must feature the following:

water which features small white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in open coastal waters and moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to smooth water and light to moderate wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to smooth water and light to moderate wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a group of participants, lead two small boat sailing sessions in light wind conditions according to predetermined activity plans

for a group of participants, lead two small boat sailing sessions in moderate wind conditions according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

for two assessments:

light winds up to 10 knots (Beaufort scale) and small breaking white capping waves up to .05 metre

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in partially smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to partially smooth water and moderate to fresh wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to partially smooth water and moderate to fresh wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in partially smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in partially smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a group of participants, lead two small boat sailing sessions in moderate wind conditions according to predetermined activity plans

for a group of participants, lead two small boat sailing sessions in fresh wind conditions according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in partially smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in partially smooth water conditions which can be within ports, bays and harbours, and sheltered coastal areas.

The environment must feature the following:

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres

for two assessments:

fresh winds between 17 to 21 knots (Beaufort Scale) and long moderate sized white capping waves between 1.25 and 2.5 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in open coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to open coastal waters and moderate wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to open coastal waters and moderate wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in open coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in open coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead four small boat sailing sessions for a group of participants according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in open coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in open coastal waters.

The environment must feature the following:

water which features small white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete recreational SCUBA dives to a maximum depth of 18 metres and to respond to problematic and emergency situations involving self and dive buddy. It also requires the ability to assemble and dissemble equipment and to complete basic maintenance at the water’s edge.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure air, equipment, and other services to engage in recreational open water diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan dives.	1.1. Determine site, depth and duration of dives. 1.2. Identify hazards and medical problems and assess risks associated with use of equipment, site, depth and duration of dives. 1.3. Prepare dive plans for single and repetitive dives according to industry technical and safety criteria. 1.4. Calculate no decompression limits and maximum operating depth. 1.5. Use dive computer or dive tables, as required, to plan requirements.
2. Prepare for the dive.	2.1. Select and assemble dive equipment suited to conditions and dive requirements, and check for safe working condition. 2.2. Utilise dive computers or dive tables, as required, to finalise details of dive, according to industry technical and safety criteria. 2.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 2.4. Confirm protocols for communications between divers buddy and activity leaders. 2.5. Fit and adjust equipment and exposure suit to self, in conjunction with buddy, to ensure comfort and safety. 2.6. Complete buddy cross checks for all equipment. 2.7. Participate in pre-dive roll call.
3. Complete dives.	3.1. Utilise techniques to enter and exit the water according to conditions and own ability. 3.2. Execute controlled descents and ascents with buddy and equalise at appropriate times. 3.3. Adjust and maintain positive, neutral and negative buoyancy at appropriate times during dive. 3.4. Control underwater swimming and navigate a basic course. 3.5. Monitor depth and time throughout dive, according to planned dive tables or use of dive computer data. 3.6. Monitor air supply, check pressure gauges regularly and communicate supplies with buddy. 3.7. Use techniques that minimise damage to the diving environment throughout all activities. 3.8. Participate in post-dive roll call and ensure dive log is completed. 3.9. Disassemble SCUBA gear on completion of dive.
4. Maintain safety and complete rescues.	4.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.2. Maintain buddy contact, cooperation and communication throughout dive. 4.3. Identify problematic or emergency situations promptly, and assist buddy with rescues. 4.4. Self-rescue from problematic or emergency situations. 4.5. Use an alternate air source and make controlled air sharing ascents.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy and support crew.
Numeracy skills to:	interpret and calculate numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to plan and complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four open water dives each for different parameters

prior to each dive, and at the water’s edge:

assemble own diving equipment

inspect all equipment for safety and serviceability

fit and adjust equipment to self, including appropriate weights, in conjunction with buddy

complete a BWRAF (buoyancy, weights, releases, air, final) check in conjunction with buddy

during each dive, use effective techniques to control:

entry and exit

descent and ascent

underwater swimming

buoyancy both underwater and at the surface

mouthpiece clearing for both snorkel and regulator

exchanges between regulator and snorkel, in-water at the surface

swimming at the surface using snorkel; fully geared

buddy contact, cooperation and communication, using correct signals for communication

navigation of a basic course with an underwater compass

across all dives, collectively participate in simulations to respond to problematic and emergency situations and:

clear partially and fully flooded masks

remove and replace mask underwater

remove and replace SCUBA system in-water at the surface

remove and replace weight system and SCUBA kit in water too deep in which to stand

use an alternate air source to provide air to and receive air from a diver, and make controlled air sharing ascents

provide buddy assistance for two situations

after each dive, disassemble SCUBA gear.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for diving activities

factors to consider when planning a dive:

dive location

objectives

abilities of self and buddy

depth and duration of dive

contingencies

features of diving environments, particularly those relevant to local conditions, sufficient to understand the impacts on diving activities and locations:

water conditions:

temperature and thermocline

visibility

movements, currents, waves, tides

density of fresh and salt water

topography; bottom and shoreline

aquatic life; animals and plants

weather conditions

hazards and techniques used to safely negotiate these:

surface hazards

overhead obstructions

entanglement and entrapment in natural and constructed features

special environmental features, including any cultural and heritage features, minimal impact techniques specific to diving environments, and why these are important to conservation

any local regulations specific to diving

how to use dive computers to

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

features, function and operation of dive computers, and advantages of dive computers over dive tables when planning and completing dives

the physics of diving; the physical principles of matter and their application to diving activities and hazards:

sound

light

buoyancy

pressure and gas laws

temperature

for the following medical problems related to diving, the causes, prevention, symptoms, first aid and treatment:

direct effects of pressure during descent, types of squeezes and barotrauma:

mask

suit

ears

sinuses

lungs

teeth

direct effects of pressure during ascent:

gas expansion – ears, sinuses, lungs, stomach, intestines and teeth

lung over pressurization and overexpansion injuries

vertigo

indirect physiological effects of pressure:

decompression illness

nitrogen narcosis

carbon dioxide excess and relationship to overexertion

oxygen toxicity

shallow water blackout and relationship to hyperventilation

issues related to contaminated air

other physiological and psychological problems:

drowning and secondary drowning

carotid sinus reflex

inadequate ventilation (hypoventilation)

atmospheric issues – hypothermia, hyperthermia, sunburn

bite and sting injuries from aquatic animals and plants

issues related to use of medication, drugs and alcohol

fatigue and exhaustion

stress and panic

over confidence

for the following diving equipment, identifying features, functions, operation and, where relevant, how to fit and adjust for comfort and safety:

fins

face masks

snorkels

buoyancy control devices

exposure suits, booties and gloves of different grades suited to different conditions

weight ballast systems

cylinders and valves, cylinder support systems

regulators

submersible pressure gauges

alternative air sources of different types

timing devices

depth gauges

underwater compasses

floats and flags

lights

emergency equipment carried by dive operators:

signalling devices, acoustical and visual

first aid kits

oxygen kits

for all of the above equipment, how to inspect for safety and serviceability

the purpose and importance of pre and post-dive roll calls

inclusions of personal diving log books and the importance of completing after each dive

communication protocols used between divers, buddies and activity leaders:

hand signals

noise signals such as rapping on cylinder

use of slates

use of signalling devices, acoustical and visual

dive buddy systems and procedures used to:

cross check gear

maintain contact and cooperation

maintain common safety

techniques used to:

enter and exit the water

descend and ascend using safety stops

swim underwater and at the surface in diving gear

maintain buoyancy both underwater and at the surface

use an alternate air source to provide air to and receive air from a diver, and make controlled air sharing ascents

rescue self and buddy from problematic and emergency situations.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the first two of the four required open water dives must include at least 20 minutes at a depth between 5 and 12 metres

the last two of the four required open water dives must include at least 20 minutes at a depth between 5 to 18 metres

no more than three dives can be completed in any one day

the following resources must be available to replicate industry conditions of operation and also for the purpose of assessing the candidate’s ability to identify features and operational use:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

underwater compasses

signalling devices, acoustical and visual

dive computers

organisational safety and emergency response procedures for diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess open water diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB002 SCUBA dive from boats

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and complete SCUBA dives using techniques that are specific to diving from boats.

The unit only covers the skills and knowledge directly related to diving from boats and not those required to operate or navigate the boat.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants during SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for boat dives.	1.1. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.2. Stow and secure personal resources and equipment to ensure safety of party members and crew. 1.3. Confirm boating safety and emergency response procedures and location of emergency equipment. 1.4. Confirm protocols for communications between divers, buddy and crew, and use correct boat terminology throughout all activities. 1.5. Fit and adjust SCUBA equipment and exposure suit to self in appropriate location in readiness for dive, accounting for space restrictions. 1.6. Participate in pre-dive roll call.
2. Complete boat dives.	2.1. Enter and exit water from designated area. 2.2. Safely approach, and negotiate obstacles and hazards to minimise risk of injury when entering and exiting the water. 2.3. Utilise techniques to enter and exit the water according to boat type, sea conditions and own ability. 2.4. Signal buddy and boat crew and check security of equipment before descent and when re-entering boat. 2.5. Utilise boat lines to assist with equipment, descent, ascent and access to boat. 2.6. Re-enter boat and stow and secure personal resources and equipment for return journey. 2.7. Participate in post-dive roll call.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known use boat terminology and jargon with the crew and other divers for clear on board communications.
Teamwork skills to:	work in harmony with crew, buddy diver and other divers to safely enter the water from boats exit the water to boats.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB002 SCUBA dive from boats

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group open water dives from a boat

during each dive:

consistently follow safety procedures and safely negotiate hazards when on board and when entering and exiting the water

consistently use boat terminology to communicate with crew and other divers

plan for, suit and gear up at appropriate times and locations to account for the type of boat utilised

select and utilise technique to enter and exit the water appropriate to the type of boat using one of the following entry techniques:

giant stride

controlled seated entry

sitting back roll

utilise, under control, lines in place for intended purpose during entry, exit, descent and ascent and in conjunction with buddy and boat crew

participate in one simulation as part of a group to access and stand ready to utilise emergency equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational boating safety and emergency response procedures for SCUBA activities

general safety requirements to maintain safety of self and others when:

boarding boats

boats are leaving and returning to the dock

boats are mooring in open waters

specific to the local state or territory:

categories of waterways and limits in which dive boat operations generally take place

safety equipment required within the limits, location on boat, features and operation at a basic level of understanding with emphasis on:

types and sizes of dive flags displayed on boats

types of personal lifejackets

first aid kit

fire extinguishers

bilge pumps or bailers

sound signal devices

visual distress signal devices

marine radios

emergency position indicating radio beacon (EPIRD)

techniques and equipment used to:

waterproof clothing, food and resources

pack for ease of access and maximum usage of space

stow and secure for safety

meaning of boating terms and location of different parts of the boat

designated entry and exit areas for the dive

different locations and procedures for suiting up and fitting SCUBA equipment when diving from boats

communication protocols used between divers and crew members when entering the water from boats exiting the water to boats

the purpose and importance of pre and post-dive roll calls

typical hazards associated with entering the water from boats and exiting the water to boats, and techniques used to safely negotiate these:

equipment on deck

movement of boat and water

ladders

duckboards

multiple divers taking turns to enter and exit the water

techniques used to enter the water from boats and how type of boat affects selection:

giant stride

controlled seated entry

sitting back roll

features and functions of different lines used for boat diving and how to use these:

gear lines

tag lines

current lines

trip lines

descent lines

procedures and techniques for:

moving away from the boat after entry and appropriate direction of travel

descending and ascending near boats

exiting the water into boats

the primary medical hazard of sea sickness associated with boat diving:

prevention

treatment

actions to take on boat when sick

guidelines to follow for diving when sick.

Assessment Conditions

Skills must be demonstrated in an open water site from a boat.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

a boat of any design suitable for dive operations fitted with safety equipment and dive flags that meet local maritime regulator requirements for the dive location and size of boat

lines used to assist divers entering and exiting the water from boats

organisational boating safety and emergency response procedures for SCUBA activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess boat diving.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB003 SCUBA dive at night

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and complete SCUBA dives using techniques and equipment that are specific to diving at night.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select site and prepare for night dives.	1.1. Select suitable night dive site according to previous daytime diving experience of self or other party members. 1.2. Determine optimum conditions for night dive site and select appropriate time. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between divers, buddy and crew.
2. Select and prepare night diving equipment.	2.1. Select exposure suit and accessories suitable for night dive conditions, and check for safe working condition. 2.2. Select personal diver lights according to need, complete safety and serviceability checks and attach back-ups to equipment. 2.3. Select and secure diver marker lights to self to assist identification above and below water. 2.4. Select and secure marker lights to boats, buoys and lines, as appropriate to type of dive, to assist exit from water. 2.5. Utilise other lights appropriate for conditions and ensure security.
3. Complete night dives.	3.1. Enter and exit water utilising lighting equipment and lit reference points to orientate position. 3.2. Maintain contact with buddy and use lit reference lines, as available, for descents and ascents to orientate position. 3.3. Utilise personal diver lights to illuminate path of travel, and highlight points of interest. 3.4. Maintain communication and close visual contact with buddy using lights. 3.5. Ensure use of lights does not adversely affect buddy, other divers, support crew or marine animals. 3.6. Use lighting equipment to safely approach and negotiate obstacles and hazards throughout all diving activities. 3.7. Use compass navigation techniques to avoid disorientation. 3.8. Utilise lights to identify underwater features to fix position and maintain direction and course.
4. Respond to problems.	4.1. Change to back up light in cases of primary light failure or flooding, and resurface. 4.2. Orientate body position through use of air bubble travel when reference points are lost. 4.3. Surface if necessary to verify location and reset direction of travel utilising reference lights.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	work in harmony with support crew, buddy diver and other divers to safely complete night dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB003 SCUBA dive at night

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three night dives

during each dive consistently:

follow safety procedures and safely negotiate hazards utilising lights

communicate effectively with buddy, other divers and support crew using a combination of these night dive specific communication methods:

hand signals

light signals

use of slates

whistles

use effective techniques, personal diver lights and lit reference points to maintain orientation throughout diving activities

participate in one simulation to respond to a personal diver light failure.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for night dive activities

reasons for selecting known sites for night diving activities

optimum conditions for night dives and conditions that make diving at night unsuitable

communication protocols, particular to night dives, used between divers, buddies and crew members:

hand signals

light signals

use of slates

whistles

exposure suits, gloves and booties suitable for night dive activities and reasons for wearing regardless of water temperature:

greater chance of exposure to scrapes and marine animal stings

prevention of pre and post-dive hypothermia in cooler ambient air temperatures at night

features and operation of buoyancy control devices with low-pressure inflators and reasons for use during night dives

features, functions and operation of diver lights, advantages and disadvantages of different types:

primary lights, narrow and wide beam

back up lights

reflectors

bulbs of different types, light output, power usage and bulb life ratings

disposable and rechargeable batteries

features and functions of individual diver marker lights, where and how to attach to self

features and functions of marker lights used by divers to identify position of boats, buoys, descent and ascent lines

features and functions of other types of lights utilised for night diving, where to place and how to attach:

strobe lights

surface support lights

techniques specific to night dives:

entering, exiting, descending and ascending the water from the shore using sloping bottom and diver lights for orientation

entering and exiting the water from boats using lit reference points for orientation

descending and ascending using personal diver lights and lit lines for orientation

using personal diver lights at appropriate angles and heights to:

illuminate path of travel and to identify natural features for navigation

avoid adverse effects on buddy, other divers, support crew and marine animals

managing stress and disorientation

negotiating marine animals attracted to lights.

Assessment Conditions

Skills must be demonstrated in an open water site between sunset and sunrise. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low-pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits, gloves and booties suitable for conditions

timing devices (luminous or electrically lit)

depth gauges (luminous or electrically lit)

underwater compasses (luminous or electrically lit)

surface lighting systems - lights, strobes or beacons to mark entry and exit location

strobe or marker lights to mark descent and ascent line location (for boat dives)

dive lights and back up lights for individual divers

marker lights to mark and identify individual divers.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess night diving.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB004 Navigate prescribed routes underwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to utilise a range of techniques to navigate underwater during any type of SCUBA diving activity.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for underwater navigation.	1.1. Interpret any available waterway charts and publications, appropriate for the dive site. 1.2. Complete surface observations to assist with navigation throughout the dive. 1.3. Select navigation equipment, set compass bearing and determine navigation roles with dive buddy. 1.4. Descend facing toward direction of initial underwater travel to orientate position.
2. Navigate underwater.	2.1. Use compass and other instruments to track and maintain underwater direction and course. 2.2. Follow underwater patterns of travel to maintain course. 2.3. Utilise underwater features to fix position and maintain direction and course. 2.4. Utilise techniques to measure distance travelled to fix position and maintain course. 2.5. Surface if necessary to verify location and reset direction of travel. 2.6. Log dive site locations for future dives.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on nautical charts and publications.
Writing skills to:	log basic factual data using fundamental sentence structure and navigational jargon.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy.
Numeracy skills to:	interpret and calculate numerical data involving, distances, times and speeds, basic multiplication and division.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB004 Navigate prescribed routes underwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

navigate during three SCUBA dives

before each dive, complete surface observations to assist with underwater navigation using two aids chosen from the following list:

wind, current and tidal movement

angle of the sun and direction of travel across the sky in relation to planned underwater movement

position of natural offshore landmarks or constructed features

use of waterway charts or depth finders on boats to identify underwater topography

across the three dives, collectively use these techniques to navigate:

use of compass, course plotters and heading calculators

use of two natural underwater features

use of two patterns for underwater navigation

use of distance travelled by:

measuring kick cycles

determining time elapsed using a timing device

surfacing on one occasion to verify location on map

log two dive site locations for future dives:

one using compass bearings as a reference

one using permanent landmarks as a reference.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of waterway charts and tide tables for the region or locality

different technologies used to access charts and tide tables

information found on waterway charts relevant to dive navigation:

depth

underwater topography

topographic features of surrounding land

buoyage

constructed features – bridges, piers, wrecks

pre-dive observations that can be made to assist with navigating when diving:

wind, current and tidal movement

angle of the sun and direction of travel across the sky in relation to planned underwater movement

position of natural offshore landmarks and constructed features – rocks, reefs, sand bars, kelp beds, piers, navigation buoyage, wrecks

use of waterway charts and depth finders on boats to identify underwater topography

navigation roles that can be shared between buddy divers

common patterns for underwater navigation, advantages and disadvantages of each:

out and back along a straight line

squares and rectangles

triangles

circles

features functions and operation of underwater compasses

correct position for holding an underwater compass to maintain an accurate heading

how to set a compass for the following:

a heading

reciprocal course

square or rectangle pattern

triangle pattern

techniques used to avoid errors when navigating with a compass underwater

features and functions of course plotters and heading calculators used to navigate multi heading courses underwater and:

techniques used to track a multi heading course , return to start point and navigate from one point to another using a course plotter

techniques used to determine pattern headings using a heading calculator

natural features and references commonly used by divers to fix position and navigate underwater:

light and shadows cast by the sun or moon

direction of currents and water surge

bottom composition and contours

position of plants and animals

techniques used to estimate travelled distance underwater, advantages and disadvantages of each:

measuring kick cycles

determining lapsed time using a timing device

using cylinder pressure readings

measuring and counting arm spans

using underwater lines and reels

techniques used to fix and relocate an underwater site for future dives:

using permanent landmarks, sketching and logging

using and logging compass bearings

using a global positioning system (GPS) on the surface.

Assessment Conditions

Skills must be demonstrated in an open water site. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

slates

underwater navigation equipment:

compasses

course plotters

heading calculators

underwater reels with lines for distance measurement

waterway, wind, tide and current charts relevant to the dive site.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess underwater navigation.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB005 Complete underwater search and recovery dives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use a systematic and methodical approach to finding and retrieving lost submerged objects up to 45 kilograms during or after recreational dives. This unit is not intended for use by commercial recovery divers.

It applies to dive leaders, usually known as divemasters or instructors who work independently in the field using discretion and judgement to manage problems when they arise.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan underwater search and recovery.	1.1. Identify size, weight and other characteristics of lost object. 1.2. Assess probable and possible location of lost object and define search area. 1.3. Identify and assess site characteristics and hazards that impact the search and recovery operation. 1.4. Determine suitable search methods and patterns according to situation. 1.5. Determine suitable recovery methods according to size, weight and depth of object to be recovered. 1.6. Select search and recovery equipment according to requirements. 1.7. Confirm diver roles and protocols for communications between buddy and crew through a pre-dive briefing.
2. Conduct search.	2.1. Use surface techniques and above water landmarks to assist in locating position of submerged objects before descent. 2.2. Establish boundaries of underwater search area, after descent, and mark starting point with appropriate equipment. 2.3. Follow underwater patterns of travel to locate lost objects. 2.4. Utilise search lines to assist navigating patterns of travel. 2.5. Communicate with buddy and others throughout search using appropriate signals. 2.6. Mark position of submerged objects for later retrieval if required.
3. Recover objects.	3.1. Retrieve small items by hand, stow in bag and secure for ascent. 3.2. Mark location of heavy objects with buoy and line, in case of sinking during retrieval. 3.3. Rig lift bag using appropriate knots or clips and check security. 3.4. Inflate lift bag gradually to achieve appropriate buoyancy of object, and free object from obstructions as required. 3.5. Swim to surface with lift bag or allow to rise independently, assuming safe position in relation to bag. 3.6. Secure lift bag at surface and retrieve from water. 3.7. Retrieve all markers on search and recovery conclusion.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy and support crew.
Numeracy skills to:	estimate angles for landmarks as navigation aids and for underwater swimming patterns complete basic calculation of weights to select lift bags of appropriate ratings.
Teamwork skills to:	pro-actively and cooperatively work within teams to determine location of lost objects, solve arising problems and effect efficient recoveries.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB005 Complete underwater search and recovery dives

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four search and recovery dives

across the four dives, collectively recover objects of these different weights:

small objects of minimum 1kg and maximum 5 kgs by hand without lift bags

objects of minimum 10kgs and maximum 45 kgs using lift bags

across the four recovery dives, use one of the following compass search patterns:

U search

expanding square

across the four recovery dives, use one of the following search patterns utilising search lines and reels:

circular

semi-circular

jackstay

during each dive consistently:

safely negotiate hazards

communicate effectively with buddy diver using underwater signals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

differences between commercial and recreational search and recovery divers, at a basic level of understanding

roles and responsibilities of different recreational divers and support crew in search and recovery operations

different types of search and recovery dives

searching for specific lost items

searching for non-specific items of interest and reasons for not retrieving items of cultural or heritage significance

recovering harmful debris

how site characteristics of recovery dives may differ from optimum recreational diving conditions and how the following affects search and recovery techniques:

bottom topography and composition

water movement – current, tides and surge

hazards and risks associated with underwater search and recovery operations and techniques used to safely negotiate these:

sharp objects and debris

entanglement

low visibility

currents

falling objects

boating traffic

steps in planning search and recovery dives and why these are important:

defining the dive objective

collecting and analysing all available information; environmental conditions and hazards, characteristics of any lost objects, equipment required

selecting diving mode, search and recovery techniques

selecting diving buddy and other team members

briefing

techniques used on the surface to assist with location of submerged items:

tracking sinking items from the shore using landmarks as navigation aids

tracking sinking items from the water or on a boat using landmarks as navigation aids

taking compass bearings and using a slate for recording

for the following underwater and shore based search patterns, suitability for different circumstances, effectiveness and limitations:

U search

expanding square

circular

semi-circular

jackstay

shore walk

snorkeller led

for the above search patterns

how to mark starting points and searched areas

how to execute

how to use a compass in conjunction, as appropriate

how to secure and use search lines as appropriate

communication protocols, specific to search and recovery operations:

underwater line (rope) signals used between buddy divers

underwater line signals used between divers and surface crew

features, functions and operation of search and recovery equipment:

underwater compasses

buoys and anchors

bottom markers

slates

underwater reels and search lines

features, functions and operation of commercial lift bags:

advantages over home-made lift bags

weight ratings of different lift bags up to 45kgs

air sources for lift bags and techniques used to inflate both underwater and at the surface to achieve effective buoyancy

when different knots are used with lift bags, advantages and disadvantages, and how to tie them:

bowline

sheet bend

two half-hitch

dangers of using buoyancy control devices as lift bags

safe position of divers in relation to lift bags throughout recovery operations.

Assessment Conditions

Skills must be demonstrated in an open water site. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits, gloves and booties suitable for conditions

timing devices

depth gauges

underwater compasses and slates

surface floats and markers

anchors and bottom markers

underwater reels with search lines

commercial quality lift bags and rope

objects weighing a minimum 1kg and maximum 45kgs, with at least some objects weighing 10kgs.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess underwater search and recovery skills.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB006 Perform diver rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to both lead, and complete diver rescues using a range of dive specific techniques. It requires the ability to fully assess the situation, determine a response and complete rescues using methods and equipment appropriate for the situation. It also covers the administration of in-water rescue breathing, and oxygen.

This unit does not require the provision of first aid, which is covered in other units, but does require the recognition and assessment of common diving related illnesses and injuries.

It applies to dive leaders, usually known as divemasters or instructors who work independently in the field using discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Identify divers in need of rescue and determine their condition. 1.2. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.3. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of divers in need of rescue. 1.4. Select rescue equipment according to requirements. 1.5. Assess abilities, establish a chain of command and allocate roles and responsibilities to others. 1.6. Provide clear and concise instructions and confirm rescue crew understanding of roles, communication protocols and rescue actions. 1.7. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue divers.	2.1. Use equipment and rescue techniques appropriate to situation. 2.2. Provide reassurance and clear and concise instructions to divers being rescued. 2.3. Rescue divers on surface, using techniques appropriate to situation. 2.4. Assist responsive divers to surface and to reach boat or shore. 2.5. Bring unresponsive divers to the surface, provide in-water rescue breathing, and tow to boat or shore. 2.6. Maintain safety of self, others and rescuees throughout rescue operations. 2.7. Evaluate and monitor condition of rescued divers and determine need for first aid, medical treatment or evacuation. 2.8. Utilise underwater search patterns to locate missing divers.
3. Use supplemental oxygen.	3.1. Assess diver casualty to identify need for supplemental oxygen. 3.2. Administer oxygen, as authorised by organisation and allowed under local law.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively direct and work within teams to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB006 Perform diver rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and complete a range of simulated rescue operations:

collectively cover responses to all of the following diver issues:

panicked diver at the surface and underwater

over exerted diver at the surface and underwater

vertigo

cramping

complete two surface non-swimming assisted rescues and collectively use reach and extension techniques

complete two surface swimming assisted rescues while consistently entering the water without losing sight of the diver in need and:

establish diver’s buoyancy

execute rescues with and without floatation devices

execute towing with and without equipment removal

use two towing techniques

complete two underwater rescues while consistently maintaining buoyancy of self and rescued diver both underwater and at the surface:

use an alternate air source to provide air to a diver, and make a controlled air sharing ascent

bring an unresponsive diver to the surface

provide one surface in-water rescue, using two of the following breathing techniques while consistently controlling an open airway:

mouth-to-pocket mask

mouth-to-mouth

mouth-to-nose

assist divers to exit the water as follows:

one responsive diver without assistance

one responsive diver with assistance from team members

one unresponsive diver without assistance

one unresponsive diver with assistance from team members

for at least one simulated rescue bring together multiple elements of rescue operations to include:

bringing an unresponsive diver to the surface

establishing buoyancy both underwater and at the surface

providing on surface in-water rescue breathing

towing diver

assisting diver to exit the water

set up oxygen equipment on one occasion

administer oxygen using a pocket mask on one occasion (where not prohibited by local legal requirements)

complete one underwater search for missing divers using a search pattern to be chosen from the following list:

linear

circular

U pattern

jack stay

expanding square

for each rescue operation:

consistently negotiate hazards safely and effectively

establish a chain of command, allocate and communicate roles and responsibilities to team members and participants to effectively complete rescues

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

principles of a chain of command as relevant to dive rescue operations

roles and responsibilities that can be allocated to team members and participants to effectively complete a diver rescue

communication protocols for dive rescue operations:

hand signals

calls

whistles

diver issues that can occur during SCUBA diving activities:

panicked diver

over exerted diver

drowning

vertigo

cramping

temperature related problems including hypothermia and hyperthermia

pressure related injuries including decompression sickness, arterial gas embolism and other lung overexpansion injuries

stings or bites from marine animals

diver low or out of air

equipment related problems including over weighting

missing diver

for the above issues:

signs that indicate need for rescue and or first aid

how they affect choice of rescue techniques

appropriate actions and communications with the rescued diver

risks related to the rescue diver

first aid treatments for those that relate to illness or injury

for surface non-swimming assisted rescues, features, functions and techniques used with rescue equipment:

reach equipment

throw bags, lifebuoys and slings

throw ropes

for surface swimming assisted rescues, techniques for:

entering water without losing sight of diver in need

using floatation equipment

removing equipment from rescued diver and considerations for doing this

towing with and without equipment removed

for underwater rescues, techniques used for:

establishing and maintaining buoyancy of rescued diver, both underwater and at the surface

using an alternate air source to provide air to a diver, and making controlled air sharing ascents

assisting responsive divers to the surface

bringing unresponsive divers to the surface while controlling buoyancy

techniques for providing in-water rescue breathing:

removing equipment

opening the airway

mouth-to-pocket mask

mouth-to-mouth

mouth-to-nose

techniques for:

assisting responsive divers to exit the water, with and without assistance from team members

exiting unresponsive divers from the water, with and without assistance from team members

for oxygen administration:

situations that require the use of oxygen and benefits to divers

features, functions and operation of oxygen delivery systems, pocket masks

appropriate flow rates

hazards associated with the administration of oxygen and methods used to manage these

team members that are authorised to administer oxygen and any legal requirements applicable in the local state or territory

options that are available post rescue, when these might be used and how to contact authorities to assist:

assisted treatment via remote communications

emergency evacuation and medical treatment

hyperbaric chamber

underwater search patterns used to locate lost divers, advantages and disadvantages of each:

linear

circular

U pattern

jack stay

expanding square

format, inclusions and use of incident reports.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either a boat or from the shore.

Assessments, for rescues, can only be completed through simulated activities. Simulations must incorporate time critical requirements.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

surfacing an unresponsive diver can only be completed at a maximum depth of 9 metres

the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

underwater compasses

rescue equipment:

reach equipment

throw bags, lifebuoys or slings

throw ropes

oxygen equipment:

oxygen delivery systems

pocket masks or other barrier devices

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diver rescues.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB007 Inspect and fill SCUBA cylinders

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required visually inspect and fill SCUBA cylinders.

SCUBA cylinders are required to undergo cyclic inspection and can only be certified by a certified gas cylinder test station. This unit does not cover those specialist skills.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors and support staff.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Visually inspect, SCUBA cylinders.	1.1. Visually inspect cylinders prior to filling, according to organisational safety procedures and manufacturers' specifications. 1.2. Identify any non-compliant cylinders, tag and isolate from use according to organisational procedures 1.3. Remove cylinder boot and mesh, visually inspect exterior of cylinders for dents, gouges and corrosion.
2. Fill SCUBA cylinders.	2.1. Operate high pressure compressor according organisational safety procedures and manufacturers' specifications. 2.2. Fill cylinders with air to correct capacity and pressure. 2.3. Refit valve and clean and dry areas. 2.4. Complete leak testing and documentation according to organisational requirements. 2.5. Handle, store and restrain cylinders according to organisational safety procedures. 2.6. Test organisation’s air purity regularly to ensure it meets standards.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include organisational work health and safety procedures and templates, and manufacturers’ specifications.
Writing skills to:	use fundamental sentence structure to complete fault tags and forms that require factual information.
Numeracy skills to:	interpret, calculate and document numerical data involving pressures and percentages.
Planning and organising skills to:	manage own timing and productivity to complete inspections and fills within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB007 Inspect and fill SCUBA cylinders

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

visually inspect, verify condition and certification, and fill four SCUBA cylinders

complete all required documentation for the four inspections and fills

utilise options provided in Assessment Conditions to identify two non-compliant or faulty cylinders and complete required documentation

test the purity of organisation’s air supply on two occasions and complete required documentation

during all activities, consistently comply with organisational safety procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for inspecting and filling SCUBA cylinders

provisions and requirements of the following Australian or international Standards that relate to inspecting and filling SCUBA cylinders:

Gas Cylinders

Filling of Portable Gas Cylinders

issues that are checked prior to filling SCUBA cylinders:

currency of testing certification

condition of cylinder via visual inspection including exterior damage, corrosion and rust; deterioration of exterior paint

features, functions and operation of equipment used to fill SCUBA cylinders:

air compressors and gauges

air storage banks

manufacturers’ specifications for use of equipment

required pressures for SCUBA cylinders of different types and capacities

procedures for testing purity of organisation’s air supply

inclusions of organisational inspection documents.

Assessment Conditions

Skills must be demonstrated in a certified gas cylinder test station.

Assessment must ensure use of:

SCUBA cylinders in different conditions, including those in poor condition

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to non-compliant or faulty cylinders

air compressors and gauges

air storage banks

the current Australian or international Standards for:

Gas Cylinders

Filling of Portable Gas Cylinders

cylinder tags

template equipment fault reports

organisational safety procedures for inspecting and filling SCUBA cylinders.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB008 SCUBA dive using Enriched Air Nitrox

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete recreational SCUBA dives using Enriched Air Nitrox (EANx). It also requires the ability to assemble and dissemble equipment and to complete basic maintenance at the water’s edge.

EANx diving can be completed using dives tables but contemporary diving is usually completed using computerised equipment, and this is a requirement for this unit.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure gas mixes, enriched air equipment, and other services to engage in recreational Enriched Air Nitrox diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan EANx dives.	1.1. Determine site, depth and duration of dives. 1.2. Identify hazards and assess risks associated with use of EANx equipment, blend, site, depth and duration of dives. 1.3. Prepare EANx dive plans according to industry technical and safety criteria. 1.4. Use dive computer or dive tables, as required, to plan requirements. 1.5. Select and order EANx blend to meet dive requirements.
2. Analyse blend, select and assemble equipment.	2.1. Analyse supplied EANx blend using equipment according to manufacturers' calibration and analysis recommendations. 2.2. Complete all required pre-dive analysis logs. 2.3. Select and assemble dive equipment suitable for use with EANx gas blend. 2.4. Utilise EANx compatible dive computers to finalise details of dive, according to industry technical and safety criteria.
3. Dive using EANx.	3.1. Complete EANx dive according to dive plan and EANx industry technical and safety criteria. 3.2. Monitor depth and time throughout dive, according to dive plan using dive computer data. 3.3. Take remedial action to avoid hazards.
4. Disassemble and maintain equipment.	4.1. Maintain positive pressure in cylinder to avoid entry of atmospheric air. 4.2. Disassemble regulators and gauges according to industry technical and safety criteria. 4.3. Complete basic post dive maintenance of equipment compatible with elevated oxygen mix according to industry technical and safety criteria.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate complex and changeable numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB008 SCUBA dive using Enriched Air Nitrox

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete two EANx SCUBA dives, each for different parameters

prior to each dive:

select a supplier and order a blend of EANx suitable for dive requirements

analyse and confirm blend requirements and complete required log documents

safely and accurately assemble all equipment in line with the particular requirements of EANx use

during each dive, use effective techniques to control:

entry and exit

buoyancy

underwater swimming

ascent and descent

buddy management

after each dive, disassemble equipment and complete basic maintenance tasks, at water’s edge, in line with elevated oxygen mix effects on equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

compositions and recreational uses of:

standard air

Enriched Air Nitrox (EANx) within the range of 22% to 40% oxygen

EANx above 40% oxygen at a fundamental level of understanding

different terminology and abbreviations used to described enriched air and composition, e.g. Enriched Air Nitrox, EANx22, Enriched Air 22, Enriched Air Nitrox 22, Nitrox 22

primary benefits of using EANx, commonly used blends and benefits of different blends

how use of EANx of different composition affects, or has no particular effect on:

no stop limits (no decompression limits)

decompression illness (DCI)

narcosis

the primary medical hazard of central nervous system oxygen toxicity (CNS toxicity) associated with use of EANx when diving:

causes

prevention

signs and symptoms

first aid treatments

for Enriched Air Nitrox (EANx) cylinders:

why cylinders are dedicated for use with EANx, and hazards associated with mixing use of dedicated and standard compressed air cylinders

identifying features and their purpose including:

colours, colour bands, wording

visual inspection stickers (decals)

oxygen service standard stickers (decals)

contents stickers or tags

any unique markings required by local regulations

for obtaining EANx and equipment:

quality standards that apply to provision of EANx

quality standards that apply to servicing cylinders

how to choose a quality provider for renting, filling, and servicing cylinders and other equipment to avoid risks to divers

special usage, maintenance, service considerations and manufacturer’s recommendations that can apply to the use of EANx with other equipment:

regulators

buoyancy control devices (BCD)

submersible pressure gauges (SPG)

primary equipment related hazards associated with use of EANx and precautions taken to avoid risks:

fire and combustion when filling and analysing content of mixed gases

deterioration of equipment when exposed to high levels of oxygen

processes to personally analyse and log the EANx blend in filled cylinders before use:

how to calibrate an oxygen analyser between uses using manufacturer’s recommendations

how to use an oxygen analyser to determine the oxygen content using manufacturers' recommendations

how to complete logs

how to use dive computers for use with EANx to:

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

determine PO2 and how to establish equivalent air depth mix

determine maximum operating depth (MOD)

the advantages of dive computers over dive tables when planning and completing dives.

Assessment Conditions

Skills must be demonstrated in an open water site suitable for EANx diving. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

clearly marked and designated Enriched Air Nitrox cylinders and valves, including stickers and tags which comply with local regulations

buoyancy control devices with low-pressure inflators

regulators suitable for use with enriched air

submersible pressure gauges

alternate air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

oxygen analysers

dive computers compatible for use with EANx defined as a dive computers that calculate adjusted no stop (no decompression limits) and oxygen exposure for differing blends of enriched air

Enriched Air fill log pages.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess enriched air nitrox SCUBA diving and to authorise the issuance of enriched air certification (C-Card).

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB009 SCUBA dive to depths between 18 and 40 metres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete deep recreational SCUBA dives to a maximum depth of 40 metres using equipment, diving and risk management techniques specific to deep diving.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants during SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure air, equipment, and other services to engage in recreational open water diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for deep recreational dives.	1.1. Determine specific and realistic objectives for deep recreational dives, accounting for time limits at depth. 1.2. Determine site, depth and duration of dives suited to own and buddy abilities. 1.3. Identify specific site hazards and medical problems associated with diving at depths beyond 18 metres and assess risks. 1.4. Prepare dive plans for single and repetitive deep dives according to industry technical and safety criteria. 1.5. Calculate no-decompression limits. 1.6. Use dive computer or dive tables, as required, to plan requirements.
2. Complete deep dives.	2.1. Select and assemble dive equipment suitable for use at depths beyond 18 metres. 2.2. Execute controlled descents and ascents holding a reference line as a tactile guide. 2.3. Execute controlled free descents and ascents using a reference point as a visual only guide. 2.4. Adjust buoyancy to account for diminishing cylinder weight. 2.5. Utilise deep diving breathing techniques to conserve air, and regularly monitor air supply and pressure gauges. 2.6. Maintain close physical and visual contact with buddy throughout all diving activities and share data from gauges or computer. 2.7. Use depth gauge and timing device or dive computer to measure and control ascent rate. 2.8. Complete appropriate safety stops during ascents according to industry technical and safety criteria.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy.
Numeracy skills to:	interpret and calculate numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB009 SCUBA dive to depths between 18 and 40 metres

Modification History

Not applicable.

Performance Evidence

.Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four open water dives each for different parameters over 18 metres and up to 40 metres depth

during each dive, use effective deep diving techniques to control:

ascent and descent

buoyancy

underwater swimming

breathing for air conservation

buddy contact, cooperation and communication

across the four dives execute:

one descent and ascent using a reference line as a tactile guide

one free descent and ascent using a reference point as a visual only guide.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

definition of recreational deep dives and recommended diving limits within maximum definitions

specific objectives that typically relate to deep dives and reasons for setting limited objectives in line with reduced time available underwater

environmental hazards associated with diving beyond 18 meters and techniques used to safely negotiate these:

cold water

low light levels and visibility

specific medical problems related to diving at depths beyond 18 metres, the causes, prevention, symptoms, first aid and treatment:

nitrogen narcosis

decompression sickness

increased levels of stress and panic due to environmental conditions

how to use dive computers for deep diving to:

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

manage ascents

features, function and operation of dive computers, and advantages of dive computers over dive tables when planning and completing deep dives

identifying features, functions and operation of equipment used for deep diving:

purpose made regulators

purpose made submersible pressure gauges

alternative air sources

heavy grade exposure suits, booties and gloves

lines from support stations fitted with back up air supply

extra weight ballast systems

dive lights

descent and ascent techniques:

holding a reference line as a tactile guide

slowing and stopping using a reference line while hands are occupied

using a reference point as a visual only guide for free descents and ascents – walls and sloping bottoms

head up descents and why these are important

special considerations and techniques whilst deep diving for:

maintaining buddy contact

adjusting and maintaining buoyancy

breathing

optimum ascent rates and times for safety stops during ascent and how to calculate these for different depths.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

no more than three dives can be completed in any one day

dives must include at least 15 minutes at a depth between 18 and 40 metres

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements

flag and surface float with weighted line for safety stops and back up air supply attached (support station).

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

lines for descents and ascents.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess deep diving skills.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB010 Lead SCUBA diving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise or instruct dependent participants during SCUBA diving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct SCUBA techniques. To do this, leaders must be proficient in SCUBA diving skills which are covered by other units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

It applies to dive leaders, usually known as divemasters, or instructors, who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

Divemasters and instructors must hold C-Card certification. They must also be certified and sanctioned by an industry authorised organisation to lead and supervise diving activities or to instruct others in diving skills and issue C-Card Certification. Industry certification for divemasters and instructors may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any delivery requirements and partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated divemaster and dive instructor certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Select and set up equipment and exposure suits to match participants and prevailing conditions; complete safety checks. 1.3. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.4. Direct and assist participants to fit and adjust equipment and exposure suits; check comfort and safety of fit. 1.5. Complete pre-dive roll call.
2. Brief participants and demonstrate SCUBA diving techniques	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise SCUBA diving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during SCUBA diving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Complete post-dive roll call. 5.2. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.3. Notify relevant personnel of activity completion. 5.4. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.5. Document any equipment faults and incidents including injuries and near misses. 5.6. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB010 Lead SCUBA diving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three SCUBA diving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for SCUBA diving activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to SCUBA diving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

the purpose and importance of pre and post-dive roll calls

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in an open water site where diving activities are completed from either a boat or from the shore.

The following resources must be available to replicate industry conditions of operation:

first aid equipment, including oxygen equipment

communication equipment for emergency response

rescue equipment

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for SCUBA diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB011 Lead specialised SCUBA diving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise or instruct dependent participants during specialised or advanced SCUBA diving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct specialised or advanced SCUBA techniques. To do this, leaders must be proficient in specialised or advanced SCUBA diving skills which are covered by other units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

It applies to dive leaders, usually known as divemasters, or instructors, who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

Divemasters and instructors must hold C-Card certification. They must also be certified and sanctioned by an industry authorised organisation to lead and supervise diving activities or to instruct others in diving skills and issue C-Card Certification. Industry certification for divemasters and instructors may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any delivery requirements and partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated divemaster and dive instructor certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Select and set up equipment and exposure suits to match participants and prevailing conditions; complete safety checks. 1.3. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.4. Direct and assist participants to fit and adjust equipment and exposure suits; check comfort and safety of fit. 1.5. Complete pre-dive roll call.
2. Brief participants and demonstrate specialised or advanced SCUBA diving techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise specialised or advanced SCUBA diving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during specialised or advanced SCUBA diving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Complete post-dive roll call. 5.2. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.3. Notify relevant personnel of activity completion. 5.4. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.5. Document any equipment faults and incidents including injuries and near misses. 5.6. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB011 Lead specialised SCUBA diving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three specialised or advanced SCUBA diving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for SCUBA diving activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to specialised or advanced SCUBA diving activities

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

the purpose and importance of pre and post-dive roll calls

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in an open water site where diving activities are completed from either a boat or from the shore.

The following resources must be available to replicate industry conditions of operation:

first aid equipment, including oxygen equipment

communication equipment for emergency response

rescue equipment

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for SCUBA diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT001 Ski on easy cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ski, as part of a group, on easy cross country terrain using a range of fundamental skills for using cross country or touring skis.

Easy cross country terrain is defined as predominantly flat to undulating terrain with, a few short steeper pitches. Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as “easiest, easier or beginner”. When using Australian cross country trail maps these trails will be marked as green trails.

It applies to leaders, guides or instructors who use these skills when leading participants during ski tour activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ski tour activity.	1.1. Select clothing, footwear, personal protective and other equipment suitable for conditions, and check for safe working condition. 1.2. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.3. Interpret planned route from activity plans, trail maps and topographic maps to assist in following the trail. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members. 1.6. Fit and adjust personal protective and ski equipment to self to ensure comfort and safety.
2. Negotiate easy cross country trails.	2.1. Select ski method accounting for terrain, weather and snow conditions. 2.2. Select method of climbing and turning suited to terrain, snow conditions and own ability. 2.3. Choose angle of climb and slope, and complete climbs accounting for terrain, weather and snow conditions. 2.4. Execute single turns through the fall-line under good snow conditions. 2.5. Maintain balance and rhythm and smoothly transfer between strides, steps and turns. 2.6. Modify technique to account for changes in terrain. 2.7. Control line of direction and speed to safely approach, avoid or negotiate hazards. 2.8. Execute a controlled fall and recover. 2.9. Maintain visual contact and effective communication with party members and guard safety of self and others throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving trail gradients, distances, times and speed of travel.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT001 Ski on easy cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cross country ski trips

use methods of skiing, climbing and turning appropriate to the type of skills in use, and for the conditions, to execute the following under control:

maintain even pace on the flat

ascend and traverse slopes

descend slopes

change direction on skis going downhill

consistently utilise appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

falling and recovering

during each trip consistently:

follow safety procedures and safely negotiate hazards

comply with the Alpine Responsibility Code.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for ski tour activities

key contents of the Alpine Responsibility Code and how this guides safe cross country ski tour practices

cross country ski trail grading system and descriptions that apply in the skiing locality, colours, and symbols used on maps and trail signage

suitable clothing, footwear and personal protective equipment for alpine regions and ski touring:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

ski gloves

ski boots for cross country skiing

ski goggles

design features of cross country and alpine touring skis and poles and how characteristics affect performance:

length, weight and width of ski

grip and glide zones of ski

flex and shape of ski

longitudinal rigidity

ski bindings

metal and non-metal edges on ski

length of poles and basket types

factors that affect selection of skis and poles for use on easy terrain:

skier ability

snow and weather conditions

terrain

how to prepare skis for touring including methods for checking bindings for serviceability

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

communication protocols for group ski touring activities to include:

calls

hand signals

whistles

for skiing on easy cross country terrain, methods used to ski, climb and turn:

snow plough glide and brake

downhill run

traverse downhill

basic skate

double poling

single snow plough turn

uphill diagonal stride

kick-turns

step turns including side-step

herringbone

tack turn

star turn

diagonal stride

controlled fall and recover

for those methods, appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

how terrain, weather and snow conditions affect choice of methods used to ski, climb and turn

how techniques would be modified to account for changes in terrain

techniques used to fall and recover safely

typical hazards for cross country skiing, and techniques used to safely negotiate these:

poor visibility

temperature extremes

difficult snow conditions

trees and overhanging branches and vegetation

obscured logs, roots and rocks.

Assessment Conditions

Skills must be demonstrated on easy cross country terrain that are predominantly flat to undulating terrain with, a few short steeper pitches. Usually indicated on Australian alpine resort or cross country trail maps as green trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "easiest, easier or beginner".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cross country ski activities

clothing suitable for alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

organisational safety and emergency response procedures for ski tour activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country leader, guide, or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT002 Ski on intermediate cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ski, as part of a group, on intermediate cross country terrain.

Intermediate cross country terrain is defined as predominantly hilly with a number of steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as “more difficult”. When using Australian cross country trail maps these trails will be marked as blue and some red trails.

It applies to leaders, guides or instructors who use these skills when leading participants during ski tour activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ski tour activity.	1.1. Select clothing, footwear, personal protective and other equipment suitable for conditions, and check for safe working condition. 1.2. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.3. Interpret planned route from activity plans, trail maps and topographic maps to assist in following the trail. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members. 1.6. Fit and adjust personal protective and ski equipment to self to ensure comfort and safety.
2. Negotiate intermediate cross country terrain.	2.1. Select ski method accounting for terrain, weather and snow conditions and execute with efficiency of movement. 2.2. Select method of climbing and turning suited to terrain, snow conditions and own ability. 2.3. Choose angle of climb and slope, and complete climbs accounting for terrain, weather and snow conditions. 2.4. Link turns together through the fall-line under good snow conditions, adapting speed and turn shape for terrain and snow conditions. 2.5. Maintain balance and rhythm and smoothly transfer between strides, steps and turns. 2.6. Modify technique to account for changes in terrain. 2.7. Control line of direction and speed to safely approach, avoid or negotiate hazards. 2.8. Execute a controlled fall and recover. 2.9. Maintain visual contact and effective communication with party members and guard safety of self and others throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving trail gradients, distances, times and speed of travel.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT002 Ski on intermediate cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cross country ski trips

use methods of skiing, climbing and turning appropriate to the type of ski equipment in use, and for the conditions, to execute the following under control:

maintain even pace on the flat

ascend and traverse slopes

descend slopes – changing direction

consistently utilise appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

falling and recovering

during each trip consistently:

follow safety procedures and safely negotiate hazards

comply with the Alpine Responsibility Code.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for ski tour activities

key contents of the Alpine Responsibility Code and how this guides safe ski touring practices

cross country ski trail grading system and descriptions that apply in the skiing locality, colours, and symbols used on maps and trail signage

suitable clothing, footwear and personal protective equipment for alpine regions and ski touring:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

ski gloves

ski boots for cross country skiing

ski goggles

design features of ski equipment including cross country skis, alpine touring skis, split boards, and how characteristics affect performance:

length, weight and width of ski

grip and glide zones of ski

flex and shape of ski

longitudinal rigidity

ski bindings

metal and non-metal edges on ski

length of poles and basket types

plastic boots

skins

factors that affect selection of skis and poles for use on intermediate terrain:

skier ability

snow and weather conditions

terrain

how to prepare skis for touring including methods for:

cleaning and waxing surfaces

checking bindings for serviceability

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

communication protocols for group ski touring activities to include:

calls

hand signals

whistles

for skiing on intermediate cross country terrain, methods used to ski, climb and turn:

snow plough, glide, brake and turn

downhill run

traverse downhill

side slipping

double poling

stem-turns

kick and tacking turn

uphill diagonal stride

step turns including side-step

herringbone

tack turn

star turn

diagonal stride

controlled fall and recover

stem-christie

basic skate

linked snow plow turns

basic parallel turns

removing skis and walking

for those methods, appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

how terrain, weather and snow conditions affect choice of methods used to ski, climb and turn

how techniques would be modified to account for changes in terrain

techniques used to fall and recover safely

typical hazards for cross country skiing, and techniques used to safely negotiate these:

poor visibility

temperature extremes

difficult snow conditions

trees and overhanging branches and vegetation

obscured logs, roots and rocks

storms and high winds.

Assessment Conditions

Skills must be demonstrated on intermediate cross country terrain defined as predominantly hilly with a number steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Usually indicated on Australian alpine resort or cross country trail maps as blue and red trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cross country ski activities

clothing suitable for alpine conditions

ski equipment can include cross country skis, alpine touring skis or splitboard:

skis and bindings

poles

ski boots

ski goggles

organisational safety and emergency response procedures for ski tour activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT003 Use snow craft skills for alpine touring

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to safely deliver recreational activities in alpine environments in heavy snow. It focuses on abilities required to sustain the physical wellbeing of self and participants in harsh cold conditions, and to survive the impacts of sudden environmental changes that are particular to alpine environments, particularly in winter.

Snow craft skills may be utilised in a range of activity contexts but this unit has particular application to alpine bushwalking, ski touring and other snowsports activities. The mode of travel in alpine regions is covered by complementary units.

It applies to leaders, guides or instructors who lead participants in activities in the alpine region under snow conditions.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine and manage risks for alpine activities in snow conditions.	1.1. Determine and plan for the impacts of sudden weather changes on the wellbeing of self and participants. 1.2. Identify and plan for contingency food and water supplies to sustain physical wellbeing of self and participants in winter alpine conditions. 1.3. Select a line of travel which reduces exposure to avalanches and other hazards associated with alpine terrain and weather conditions. 1.4. Determine ways to prevent hypothermia and frostbite and to identify signs and symptoms.
2. Select and carry equipment for alpine snow conditions.	2.1. Select and carry additional clothing to account for changing weather conditions. 2.2. Select and carry contingency food supplies, resources and equipment for use in the event of activity delays or emergencies. 2.3. Waterproof and pack food, clothing, and other resources to allow for quick access during activity.
3. Negotiate snow conditions and respond to environmental conditions.	3.1. Engage in activities and travel at a pace that conserves energy and reduces exposure to hypothermia. 3.2. Monitor weather conditions, own response and utilise clothing to prevent exposure. 3.3. Provide first aid in response to cases of hypothermia and frostbite. 3.4. Manage a group to move locations in limited visibility during a snowstorm.
4. Construct and manage tents and emergency shelters.	4.1. Select site accounting for terrain, weather and snow conditions. 4.2. Erect tents or construct emergency snow shelters according to conditions and to maintain stability over extended periods of time. 4.3. Monitor and manage safety of tents and emergency shelter for duration of use, clear snow, and adjust to account for changing weather conditions. 4.4. Manage human waste and environmental impacts of the campsite for the duration of the trip.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to	interpret detailed reports on alpine weather and snow conditions which incorporate technical jargon.
Numeracy skills to:	complete basic calculations to determine required resources to sustain number of party members.
Problem-solving skills to:	identify and quickly respond to changing conditions and party members in need of assistance.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to emergency situations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT003 Use snow craft skills for alpine touring

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for two trips in an alpine environment in snow conditions, including at least one lasting for a minimum of three days

for each of the above trips:

determine two different lines of travel to avoid alpine environmental hazards

determine equipment and resources required for emergency use, including food and water

complete two alpine trips in snow conditions, including one with an overnight stay:

for each trip, select and pack equipment and resources required for emergency use

select appropriate location and erect a total of two tents

select appropriate location and construct a total of two different types of emergency snow shelters to be chosen from the following list:

snow cave

quinzhee

snow trench

snow mound

during each trip, consistently follow safety procedures and safely negotiate hazards

participate in simulations to:

respond to a participant with hypothermia and one with frostbite and provide appropriate first aid

prepare group for a snow storm

travel in a snow storm using leapfrogging technique.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

impacts of cold temperatures on energy requirements of participants at rest and under levels demanded of snow based activities

types of foods and beverages that provide high energy with emphasis on those can that be readily carried and prepared in alpine snow touring circumstances

factors that contribute to avalanches and unstable snow conditions:

slope angle and orientation

elevation

recent weather patterns

deposition

snowpack structure

local instability

terrain

human activity

areas within the locality that are known to be subject to avalanche and unstable snow conditions; and routes that can avoid these

typical alpine environmental hazards, and techniques used to safely negotiate these:

ice

creek crossings

snow bridges

thick vegetation

rapidly changing conditions

soft snow to ice

rain to snow

benign weather to blizzard

for hypothermia and frostbite:

causes and preventative methods

signs

first aid treatment

suitable clothing, footwear and personal protective equipment for alpine regions:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

gloves and beanies

sunglasses or ski goggles

resources that should be carried during alpine touring activities and reasons for having these available:

contingency food and water

first aid and repair kits

map and compass

stove and fuel

whistle

torch

cord

space blanket

small shelter, sleeping bags and mats

snow shovel

mobile phone

alerting and tracking devices including personal locator beacons (PLBs)

repair kit for skis, poles, bindings and tent

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

features and functions of snow shoes and bindings

techniques to move a group in limited visibility during a snowstorm

features of tents and pegs designed for use in the snow and techniques used to ensure stability

features of different types of emergency snow shelters, advantages and disadvantages, and techniques used to construct and maintain stability:

snow cave

quinzhee

snow trench

snow mound

bothy or tarp bubble

factors that affect the selection of a location for tents and emergency snow shelters

importance of regularly clearing built up snow on and around tents

importance of adequate ventilation in emergency snow shelters

methods used to maintain:

safety and comfort of site

minimize environmental impact

manage human waste

the stability of tents and snow shelters.

Assessment Conditions

Skills must be demonstrated in an alpine environment in snow conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during activities

people who act as participants with whom the individual interacts during simulated activities

clothing suitable for alpine conditions

resources to include:

contingency food and water

stove and fuel

whistles

torches

cord

space blankets

snow tents, sleeping bags and mats

snow shovels.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a leader, guide or instructor within an winter alpine area where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT004 Lead skiing activities on easy cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during skiing activities on easy cross country terrain according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct skiing techniques applicable to easy cross country terrain. To do this, leaders must be proficient in skiing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate skiing techniques applicable to easy cross country terrain.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise skiing activities on easy cross country terrain.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during skiing activities on easy cross country terrain.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures. 4.7. Respond effectively to equipment failure; repair skis, poles and bindings.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT004 Lead skiing activities on easy cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three skiing sessions on for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilize options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for skiing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to skiing activities on easy cross country terrain:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on easy cross country terrain that are predominantly flat to undulating terrain with, a few short steeper pitches. Usually indicated on Australian alpine resort or cross country trail maps as green trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "easiest, easier or beginner".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for winter alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for skiing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country skiing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT005 Lead skiing activities on intermediate cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during skiing activities on intermediate cross country terrain according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct skiing techniques applicable to intermediate cross country terrain. To do this, leaders must be proficient in skiing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate skiing techniques applicable to intermediate cross country terrain.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise ski activities on intermediate cross country terrain.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during ski activities on intermediate cross country terrain.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures. 4.7. Respond effectively to equipment failure; repair skis, poles and bindings.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT005 Lead skiing activities on intermediate cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three intermediate skiing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilize options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for skiing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to skiing activities on intermediate cross country terrain:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on intermediate cross country terrain defined as predominantly hilly with a number steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Usually indicated on Australian alpine resort or cross country trail maps as blue and red trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for winter alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for skiing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country skiing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSNK001 Snorkel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to snorkel as part of a group in confined or open water. It requires the ability to use a snorkel while surface swimming and diving underwater.

It applies to leaders, guides or instructors who use these snorkelling skills when leading participants during snorkelling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Snorkelling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the snorkel.	1.1. Select snorkelling equipment, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Assess conditions before entering water and move activity location, as required. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between buddy and other party members. 1.5. Fit and adjust snorkelling equipment and exposure protection wear to ensure comfort and safety.
2. Snorkel on surface and underwater.	2.1. Defog mask before and during snorkelling activities. 2.2. Breath comfortably through snorkel while swimming on surface. 2.3. Maintain buoyancy and propel self using fins. 2.4. Hold breath, dive and swim under water, and clear snorkel on re-surfacing 2.5. Clear water and pressure from ears using equalisation methods. 2.6. Clear water from snorkel and mask when flooded.
3. Maintain self-safety	3.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 3.2. Maintain contact and effective communication with buddy and other party members throughout all activities. 3.3. Monitor own fatigue and effects of pressure, temperature and volume on self. 3.4. Cease activities or take breaks while maintaining contact with party members.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times, pressures and temperatures.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSNK001 Snorkel

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group snorkelling activities

during each activity consistently:

follow safety procedures and safely negotiate hazards

utilise effective techniques to:

defog mask

enter and exit the water

breath through a snorkel to maintain a comfortable rate of respiration

clear a snorkel and mask after flooding

equalise pressure

duck dive underwater using a snorkel

propel self using fins on the surface and underwater

maintain buoyancy.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for snorkelling activities

exposure protection swim wear suitable for snorkelling activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits, booties and gloves of different styles and grades suited to different conditions

features and functions of the following equipment and how to fit and adjust these for comfort and safety:

inflatable snorkel vests

snorkel masks

fins, both adjustable and full foot

snorkel and snorkel keeper

communication protocols for group snorkelling activities to include:

calls

hand signals

whistles

techniques used to:

defog masks using spit and solutions

enter and exit the water

breath through a snorkel to maintain a comfortable rate of respiration

clear a snorkel and mask after flooding

equalise pressure

duck dive underwater using a snorkel

propel self using fins on the surface and underwater

factors affecting buoyancy and how to control sinking and floating

sea features including currents, waves and tides sufficient to understand the impacts on snorkelling activities and locations

typical hazards associated with snorkelling and swimming in confined and open waters, and techniques used to safely negotiate these:

marine life including coral and stingers

underwater vegetation

submerged objects

sections of dark, deep or cold water

tidal flow and currents

water craft

atmospheric risks associated with snorkelling and how to manage these:

hypothermia

hyperthermia

sunburn

barotrauma:

meaning

cause, at a basic level of understanding

common types associated with snorkelling, including mask squeeze and facial barotrauma

ways of minimising risk

shallow water blackout:

causes, including hyperventilation and overexertion

consequences

ways of minimising risk

the relationship between pressure, volume and temperature at a basic level of understanding and consequences for snorkellers.

Assessment Conditions

Skills must be demonstrated in confined or open waters within natural aquatic environments.

Confined waters can be confined swimming areas at natural venues such as lakes, dams and non-surf beaches. Open waters can include an unrestricted body of water including that accessed from beaches with direct access to ocean waters.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

surface flags or markers

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during snorkelling activities

exposure protection swim wear suitable for conditions, and exposure suits as required

snorkel masks

snorkels and snorkel keepers

fins

organisational safety and emergency response procedures for snorkelling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSNK002 Lead snorkelling activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during snorkelling activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct snorkelling techniques. To do this, leaders must be proficient in snorkelling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Snorkelling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
2. Brief participants and demonstrate snorkelling techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise snorkelling activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during snorkelling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSNK002 Lead snorkelling activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three snorkelling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for snorkelling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to snorkelling activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated area for snorkelling.

Assessment Conditions

Skills must be demonstrated in confined or open waters within natural aquatic environments.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

surface flags or markers

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

snorkel masks

snorkels and snorkel keepers

fins

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for snorkelling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF001 Surf small waves using basic manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf small waves up to 0.5 metre using a range of fundamental skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading participants during surfing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through small waves.	2.1. Select a safe location to enter the water and face surfboard into oncoming waves. 2.2. Propel surfboard through flat water, broken and unbroken waves with leg rope attached. 2.3. Mount, sit and lay on board while maintaining balance. 2.4. Paddle the board in trim to propel and control it through flat water, broken and unbroken waves.
3. Catch and ride small waves using basic manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Catch broken waves under control without wiping out. 3.3. Catch and ride green waves on an angle, executing basic turns, and trim board during manoeuvres. 3.4. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in small surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF001 Surf small waves using basic manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions as follows:

complete one session in surf with broken waves

complete two sessions on green waves

during these sessions consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise fundamental techniques to effectively:

manoeuvre surfboard through small waves under control

catch and ride small waves under control

trim along green waves

execute small basic turns

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in small waves and for basic manoeuvres to include hard and soft surfboards and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

fundamental techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim

correct use of body weight and balance for:

turning the board while sitting

basic trimming

small basic turns

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards which can include soft and hard boards

leg ropes

surfboard wax, as relevant

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF002 Surf waves using intermediate manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf open face peeling waves up to one metre using a range of intermediate skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading participants during surfing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through intermediate waves.	2.1. Enter water in safe location, carry surfboard out to suitable depth, and mount sit and lay on board while maintaining balance. 2.2. Paddle the board in trim to propel and control it through broken and unbroken waves. 2.3. Negotiate broken and unbroken waves using duck dive and Eskimo roll manoeuvres.
3. Catch and ride waves using intermediate manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Select appropriate waves to catch and identify optimum take off position. 3.3. Ride waves under control from start to finish and exit wave safely. 3.4. Execute bottom turns, top turns and cutbacks, and trim board during manoeuvres. 3.5. Link a range of surfing manoeuvres. 3.6. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in intermediate surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF002 Surf waves using intermediate manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise intermediate techniques to effectively:

manoeuvre surfboards through intermediate waves under control using duck dives and Eskimo rolls

select catch and ride intermediate waves under control from start to finish

execute bottom turns, top turns, and cutbacks on forehand or backhand and link a range of those manoeuvres

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in intermediate wave conditions and for intermediate manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves including those that peel left and right

characteristics of waves at these different surf breaks:

beach

point

reef

river mouth

bombora

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

how body weight and speed affect surfing

intermediate techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim to maintain control

using duck dive and Eskimo rolls to negotiate waves

correct use of body weight and balance for:

traversing left and right along the green face of a spilling wave

trimming

bottom turns

top turns

cutback on forehand and backhand

how to link manoeuvres

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open face peeling waves up to one metre

beach breaks, point breaks, river mouth or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF003 Surf waves using advanced manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf open face peeling waves up to two metres using a range of advanced skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading or instructing participants during surfing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through advanced waves.	2.1. Enter water in safe location, identify rips and select route to unbroken wave area. 2.2. Paddle the board in trim to propel and control it through broken and unbroken waves. 2.3. Negotiate broken and unbroken waves using duck dive and Eskimo roll manoeuvres.
3. Catch and ride waves using advanced manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Select appropriate waves to catch and identify optimum take off position. 3.3. Ride waves under control from start to finish and exit wave safely. 3.4. Traverse left and right along green face of spilling waves and maintain control of board. 3.5. Execute bottom turns, top turns, re-entries, roundhouse and other cutbacks and trim board during manoeuvres. 3.6. Link a range of surfing manoeuvres. 3.7. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in advanced surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF003 Surf waves using advanced manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise advanced techniques to effectively:

manoeuvre surfboards through advanced waves under control using duck dives and Eskimo rolls

select, catch and ride advanced waves under control from start to finish

traverse both left and right along green face of spilling waves and maintain control of board

execute bottom turns, tops turns, re-entries, and roundhouse and other cutbacks on forehand and backhand, and link a range of those manoeuvres

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in advanced wave conditions and for advanced manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves including those that peel left and right

characteristics of waves at these different surf breaks:

beach

point

reef

river mouth

bombora

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

how body weight and speed affect surfing

advanced techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim to maintain control

using duck dive and Eskimo rolls to negotiate waves

correct use of body weight and balance for:

traversing left and right along the green face of a spilling wave

forehand and backhand trimming

forehand bottom and top turns

cutback on forehand and backhand

re-entry

roundhouse cutback on forehand and backhand

how to link manoeuvres

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open faced peeling waves up to two metres

beach breaks, river mouth, point breaks or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF004 Lead surfing activities, small waves and basic manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide new or inexperienced dependent participant surfers during activities in small wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct basic surfing manoeuvres. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate basic surfing manoeuvres in small wave conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in small wave conditions.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement instruction techniques to impart skills and knowledge for fundamental surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in small wave conditions.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF004 Lead surfing activities, small waves and basic manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to surfing activities in small wave conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards which can include soft and hard boards

leg ropes

surfboard wax, as relevant

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF005 Lead surfing activities, intermediate manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during surfing activities in intermediate wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct intermediate surfing manoeuvres in waves up to one metre. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment, and exposure suits as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate intermediate surfing manoeuvres.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in waves up to one metre.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for intermediate surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in waves up to one metre.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF005 Lead surfing activities, intermediate manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief.

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to intermediate surfing activities in waves up to one metre:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open face peeling waves up to one metre

beach breaks, point breaks, river mouth or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF006 Lead surfing activities, advanced manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during surfing activities in advanced wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct advanced surfing manoeuvres in waves up to two metres. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment, and exposure suits as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate advanced surfing manoeuvres.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in waves up to two metres.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for advanced surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in waves up to two metres.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF006 Lead surfing activities, advanced manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to advanced surfing activities in waves up to two metres:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open faced peeling waves up to two metres

beach breaks, river mouth, point breaks or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP001 Paddle a stand up board on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a stand up board as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers. It requires the ability to self-rescue from a dismount and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle boarding activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select paddle board, leash and other equipment suitable for conditions and check for safe working condition. 1.2. Select exposure protection swim wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for paddle boarding activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Paddle and manoeuvre stand up paddle board on flatwater.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Control direction of paddle board forward, in reverse and when turning, using a range of appropriate strokes and leans. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities, and maintain party formation as required. 2.7. Land and dismount paddle board at the shore while maintaining stability.
3. Rescue self in deep water.	3.1. Use techniques to maintain safety of self and others in the event of a dismount. 3.2. Flip paddle board when in deep water and remount. 3.3. Manoeuvre the paddle and board to shore or to rescue craft when unable to remount. 3.4. Maintain stability in water when separated from paddle board and return to shore.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre own board to rescuee, form a raft up as required, and assume a position that enables the rescue. 4.4. Provide clear and concise instructions to rescuee and others assisting. 4.5. Assist rescuee to flip and remount their board. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP001 Paddle a stand up board on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

control direction of stand up paddle board forward, in reverse and when turning using appropriate stance, and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

emergency stop

participate in simulations to:

re-establish a flipped paddle board and remount in deep water on two occasions

return to shore, swimming a maximum distance of 50 metres, when separated from paddle board on two occasions

complete two deep water rescues to assist a single paddler re-establish a flipped paddle board and remount

provide two tows using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

exposure protection swim wear suitable for paddle boarding activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

types of stand up paddle boards suitable for use in flatwater conditions and:

location and function of different parts of the board

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

features and use of leashes

types of paddles suitable for use with paddle boards in flatwater conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on stand up paddle boarding activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

boating traffic

techniques used on flatwater to launch, mount, land and dismount stand up paddle boards from shore

a range of strokes used in flatwater conditions to direct paddle board forward, in reverse and when turning:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

emergency stop

for each of the above strokes:

correct posture and feet position

correct hand placement on paddle and movement of top and bottom hand through the stroke

arm and body movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to board and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

techniques used to flip paddle board and remount in deep water

methods used to control and manoeuvre the paddle and board to rescue craft and shore

appropriate swimming strokes and techniques - defensive and aggressive

techniques for taking breaks when tired from swimming - floating and treading water

for deep water rescues, the specific application of the following to flatwater conditions and stand up paddle boards:

approach and flip technique

techniques for using a towline with a quick release system including appropriate knots and how to tie them

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection swim wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

rescue equipment:

towlines

knives

template safety checklists

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP002 Paddle a stand up board in small waves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf small waves up to 0.5 metre using fundamental paddle boarding manoeuvres.

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle board activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to ride stand up paddle board in surf.	1.1. Select paddle board and other equipment suitable for conditions and check for safe working condition. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for paddle boarding activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the paddle board through small waves.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Paddle the board in trim to propel and control it through flat water, broken and unbroken waves. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury.
3. Catch and ride small waves using basic manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Catch broken waves under control without wiping out. 3.3. Catch and ride green waves on an angle, executing basic turns, and trim board during manoeuvres. 3.4. Dismount board, safely, from standing position.
4. Maintain own safety, and self rescue in small surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while paddling and surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from stand up paddle board and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP002 Paddle a stand up board in small waves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions as follows:

complete one session in surf with broken waves

complete two sessions on green waves

during these sessions consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise fundamental techniques to effectively:

manoeuvre stand up paddle board through small waves under control

catch and ride small waves under control

trim along green waves

execute small basic turns

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from paddle board on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for paddle boarding activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

types of stand up paddle board suitable for use in small surf conditions and for basic manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

features and use of leashes

types of paddles suitable for use with paddle boards in small surf conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group stand up paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves

types of waves suitable for stand up paddle boarding and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on paddle boarding activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

fundamental techniques for surfing a stand up paddle board:

correct use of body weight and balance to mount board and to stand

paddling the board in trim

paddling techniques and correct use of body weight, and stance for:

catching waves

turning the board

basic trimming

small basic turns

typical hazards associated with paddle boarding in surf, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without paddle board:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with paddle board and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection surf wear suitable for conditions, and exposure suits as required

stand up paddle boards and leashes

paddles

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP003 Paddle a stand up board in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a stand up board as part of a group in sheltered coastal waters and according to planned downwinding courses. It requires the ability to self-rescue from a dismount and to rescue others in deep water.

This unit provides skills to paddle in sheltered coastal waters defined as estuaries, embayments, areas enclosed or partly enclosed by islands or a fringing reef; or areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature small waves up to 0.5 metre with no difficult landings. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle boarding activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select stand up paddle board and other equipment suitable for conditions, and check for safe working condition. 1.2. Select lifejacket, as required, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.3. Interpret planned course from activity plans and maps to assist in following the course. 1.4. Select suitable area for paddle boarding activities according to current conditions 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust exposure protection wear and lifejacket, as required, to ensure comfort and safety.
2. Paddle and manoeuvre stand up paddle board in sheltered coastal waters.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Control direction of paddle board forward, in reverse and when turning, using a range of appropriate strokes, leans and combinations. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between boards and make required adjustments. 2.8. Land and dismount paddle board at the shore while maintaining stability.
3. Rescue self in deep water.	3.1. Use techniques to maintain safety of self and others in the event of a dismount. 3.2. Flip paddle board when in deep water and remount. 3.3. Manoeuvre the paddle and board to shore or to rescue craft when unable to remount. 3.4. Maintain stability in water when separated from paddle board and return to shore.
4. Perform deep water rescues in sheltered coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre own board to rescuee, form a raft up as required, and assume a position that enables the rescue. 4.4. Provide clear and concise instructions to rescuee and others assisting. 4.5. Assist rescuee to flip and remount their board. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP003 Paddle a stand up board in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions

during each session:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of stand up paddle board forward, in reverse and when turning using appropriate stance, and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

cross bow draw

emergency stop

effectively manoeuvre the stand up paddle board by combining strokes

participate in simulations to:

re-establish a flipped paddle board and remount in deep water on two occasions

return to shore, swimming a maximum distance of 50 metres, when separated from paddle board on two occasions

complete two deep water rescues to assist a single paddler re-establish a flipped paddle board and remount

provide two tows using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

exposure protection swim wear suitable for paddle boarding activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

features and functions of lifejackets suitable for sheltered coastal water conditions and how to fit and adjust these for comfort and safety

types of stand up paddle boards suitable for use in sheltered coastal water conditions and:

location and function of different parts of the board

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

features and use of leashes

types of paddles suitable for use with paddle boards in sheltered coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

hydrological features of sheltered coastal waters including currents, waves and tides sufficient to understand the impacts on stand up paddle boarding activities

typical hazards associated with paddling and swimming in sheltered coastal water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

boating traffic

techniques used in sheltered coastal waters to launch, mount, land and dismount stand up paddle boards from shore

a range of strokes used in sheltered coastal water conditions to direct paddle board forward, in reverse and when turning:

forward and reverse paddle

forward and reverse sweeps

cross bow draw strokes

emergency stop

for each of the above strokes:

correct posture and feet position

correct hand placement on paddle and movement of top and bottom hand through the stroke

arm and body movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to board and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

how to effectively manoeuvre paddle boards by combining strokes and which combinations are effective

for self rescues:

techniques used to flip paddle board and remount in deep water

methods used to control and manoeuvre the paddle and board to rescue craft and shore

appropriate swimming strokes and techniques - defensive and aggressive

techniques for taking breaks when tired from swimming - floating and treading water

for deep water rescues, the specific application of the following to sheltered coastal water conditions and stand up paddle boards:

raft up techniques

approach and flip technique

techniques for using a towline with a quick release system including appropriate knots and how to tie them

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection swim wear suitable for conditions, and exposure suits as required

when required by local regulations, Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP004 Lead stand up paddle boarding activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities on flatwater areas according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct stand up paddle boarding techniques applicable to flatwater conditions. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate stand up paddle boarding techniques applicable to flatwater conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Form a raft up of participants, as required, for demonstrations. 3.7. Check and confirm participant ability to use and control equipment before activity commencement. 3.8. Check matching of equipment and activities to participants and amend as required.
4. Lead flatwater paddle boarding activities.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for flatwater paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during flatwater paddle boarding activities.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP004 Lead stand up paddle boarding activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP005 Lead stand up paddle boarding activities on small waves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities in small wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct basic paddle board surfing manoeuvres applicable to small wave conditions. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate basic paddle board surfing manoeuvres applicable to small wave conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead paddle boarding activities in small wave conditions.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during paddle boarding activities in small wave conditions.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP005 Lead stand up paddle boarding activities on small waves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in small wave conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities in sheltered coastal waters according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct stand up paddle boarding techniques applicable to sheltered coastal waters. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 2.4. Select and set up equipment, exposure suits and lifejackets, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment; exposure protection wear and lifejackets, as required; check comfort and safety of fit.
3. Brief participants and demonstrate stand up paddle boarding techniques applicable to sheltered coastal waters.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Form a raft up of participants, as required, for demonstrations. 3.7. Check and confirm participant ability to use and control equipment before activity commencement. 3.8. Check matching of equipment and activities to participants and amend as required.
4. Lead paddle boarding activities in sheltered coastal waters.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during paddle boarding activities in sheltered coastal waters.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in sheltered coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with swell up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as require

when required by local regulations, Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

stand up paddle boarding activity sessions

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOWIN001 Windsurf in smooth water and light wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail a sailboard in light wind conditions within smooth waters using fundamental manoeuvres. It requires the ability to launch, land and sail, steer on all points of sail, to tack and gybe and to self rescue.

This unit provides the skills to windsurf in smooth water conditions found within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays. Smooth water could feature small formed rippled wavelets which do not break but can include no more than small breaking white capping waves up to 0.5 metre. Riders at this level can sail boards in light winds up to 10 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during windsurfing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of sailboards. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Windsurfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for windsurfing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Rig sailboard.	2.1. Ensure sail size is appropriate for personal use. 2.2. Rig windsurf sail, using appropriate tension, boom heights and adjustments for self, and tie off loose ends. 2.3. Carry rigged sail and board to launch site separately, and attach to board for sailing.
3. Launch sailboard.	3.1. Determine wind direction to enable easy launching. 3.2. Launch sailboard from shore while maintaining stability. 3.3. Climb on board and position one foot on either side of mast, evenly spaced and on centre line. 3.4. Uphaul sailboard in shallow water using straight back and bent knees, and maintain a stable neutral position.
4. Manoeuvre the sailboard.	4.1. Comply with waterway rules throughout all activities, including use of sailboard within permitted areas. 4.2. Determine sailing direction and move off, on a beam reach, at right angles to wind, using crossover technique and appropriate stance. 4.3. Control power by easing the sheet hand. 4.4. Steer and turn sailboard by leaning rig forward over the bow and backward over stern. 4.5. Use tacking and close hauling to achieve upwind goals. 4.6. Manoeuvre sailboard around a triangular course and steer sailboard efficiently on all points of sail. 4.7. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.8. Perform emergency stops to avoid collision, and use techniques to avoid head injury when falling windward.
5. Rescue self.	5.1. Complete a full self rescue according to organisational safety procedures. 5.2. Implement alternate rescue strategies if self rescue fails.
6. Land and secure sailboards	6.1. Land and climb off sailboard at shore while maintaining stability. 6.2. De-rig and pack all components. 6.3. Secure sailboard for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOWIN001 Windsurf in smooth water and light wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group windsurfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules and use etiquette applicable to windsurfing

utilise effective techniques to:

rig sailboards to suit personal requirements

launch and land sailboards under control

power, steer and turn sailboards under control on a marked course

participate in simulations to complete three self rescues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for windsurfing activities

exposure protection swim wear suitable for windsurfing activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels

features and uses of exposure suits, booties and gloves of different styles and grades suited to different conditions

features and functions of lifejackets suitable for smooth water conditions and how to fit and adjust these for comfort and safety

types of sailboards suitable for use in smooth water conditions and:

location and function of different parts of the sailboard

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for windsurfing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of windsurfing location, and on launching, landing and manoeuvring sailboards:

tides, currents, waves and rips

on, cross, and off shore winds

the meaning of the following terminology used for windsurfing:

port

starboard

windward, upwind

leeward, downwind

cross wind

luffing up

bearing away

safe manual handling techniques used to lift and carry sailboards

equipment features and techniques used to secure sailboards for transportation

techniques and knots used to rig windsurf sails, correct tensions, boom height and how to adjust to suit personal requirements

techniques used to climb on, launch, land and climb off sailboards from shore

fundamental windsurfing manoeuvres and techniques for tacking and gybing

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

typical hazards associated with windsurfing, and techniques used to safely negotiate these:

currents

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

boating traffic

for self rescues:

reasons why a self rescue may be required:

lack of wind or wind strength beyond personal limitations

equipment failure

injury

methods used to reboard sailboard in deep water

methods used to dismantle sail rig and secure to sailboard

methods used to paddle the board prone back to shore

rules specific to the operation of sailboards and specific to the local state or territory:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

incident reporting requirements including those for verbal and written reports

life jacket requirements for the location

etiquette applicable to windsurfing, that used between windsurfers and with other users.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during windsurfing activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

sailboards suitable for use in smooth water and light wind conditions and for fundamental windsurfing

ropes and tie down straps for transportation

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for windsurfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a windsurfing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during windsurfing activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct windsurfing techniques applicable to smooth water and light wind conditions. To do this, leaders must be proficient in windsurfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Windsurfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate windsurfing techniques applicable to smooth water and light wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise windsurfing activities in smooth water and light wind conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during windsurfing activities in smooth water and light wind conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three windsurfing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for windsurfing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to windsurfing activities in smooth water and light wind conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

sailboards suitable for use in smooth water and light wind conditions and for fundamental windsurfing

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for windsurfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a windsurfing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSAFL001 Participate in Australian football at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical Australian football skills at an intermediate level through participation in Australian football training sessions and competitions.

This unit applies to athletes in the Australian sport industry competing in Australian football at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Australian football

Unit Sector

Sport

Elements and Performance Criteria

Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level Australian football activities.	1.1. Interpret and apply Australian football rules, regulations and policies to Australian football participation. 1.2. Participate in Australian football training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level Australian football skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using Australian football communication systems and terminology.
2. Prepare to compete in Australian football at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical Australian football skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical Australian football skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for Australian football competitions.
3. Implement Australian football game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret Australian football game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level Australian football performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level Australian football performance. 4.2. Analyse Australian football competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level Australian football performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level Australian football training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSAFL001 Participate in Australian football at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in Australian football at an intermediate level that involves:

complying with Australian football rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in Australian football at an intermediate level

tactical and technical fundamentals of Australian football for intermediate level athletes:

tactical:

team set-up

centre bounce

free kicks

kick outs

patterns of play in attack

patterns of play in defence

technical:

offensive skills

checking skills

positional skills

specialist skills

Australian football biomechanical principles

types, characteristics, function and safe use of Australian football equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level Australian football athletes:

physical

tactical

training activities for intermediate level Australian football athletes:

intermediate skill drills

warm-ups and cool-downs

grid work

manual work

competitions and pathways for intermediate level Australian football athletes

types and contents of game plans for intermediate level Australian football athletes

types and methods of analysing competition statistics for intermediate level Australian football athletes

types and potential impacts of environmental conditions

intermediate level Australian football rules, regulations and policies

methods for self reflection

Australian football communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

an Australian football environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian football rules, regulations and policies

organisational policies and procedures applicable to participating in Australian football at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

Australian football equipment and facilities with marked-out fields

Australian football opposition team competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSAFL002 Participate in Australian football at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical Australian football skills at an advanced level through participation in Australian football training sessions and competitions.

This unit applies to athletes in the Australian sport industry competing in Australian football at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Australian football

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level Australian football activities.	1.1. Interpret and apply Australian football rules, regulations and policies to Australian football participation. 1.2. Participate in Australian football training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level Australian football skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using Australian football communication systems and terminology.
2. Prepare to compete in Australian football at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical Australian football skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical Australian football skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for Australian football competitions.
3. Implement Australian football game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret Australian football game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review advanced level Australian football performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level Australian football performance. 4.2. Analyse Australian football competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level Australian football performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level Australian football training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSAFL002 Participate in Australian football at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in Australian football at an advanced level that involves:

complying with Australian football rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in Australian football at an advanced level

tactical and technical fundamentals of Australian football for advanced level athletes:

tactical:

team set-up

centre bounce

free kicks

kick outs

patterns of play in attack

patterns of play in defence

technical:

offensive skills

checking skills

positional skills

specialist skills

Australian football biomechanical principles

types, characteristics, function and safe use of Australian football equipment, facilities and technological aids

types of strengths and weaknesses of advanced level Australian football athletes:

physical

tactical

training activities for advanced level Australian football athletes:

advanced skill drills

warm-ups and cool-downs

grid work

manual work

competitions and pathways for advanced level Australian football athletes

types and contents of game plans for advanced level Australian football athletes

types and methods of analysing competition statistics for advanced level Australian football athletes

types and potential impacts of environmental conditions

advanced level Australian football rules, regulations and policies

methods for self reflection

Australian football communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

an Australian football environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian football rules, regulations and policies

organisational policies and procedures applicable to participating in Australian football at an advanced level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

Australian football equipment and facilities with marked-out fields

Australian football opposition team competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSATH001 Conduct athletics coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in athletics.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Athletics

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for athletics sessions with foundation level participants.	1.1. Confirm assigned athletics session duties with supervisor. 1.2. Interpret athletics session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report athletics session set-up problems to supervisor.
2. Conduct athletics sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of athletics session activity instructions and safe participation requirements. 2.2. Communicate and model athletics participation behaviour standards. 2.3. Present, sequence and pace athletics session activities to meet athletics session plans. 2.4. Instruct and demonstrate safe athletics techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete athletics sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in athletics sessions to identify wear and tear and report to supervisor. 3.4. Pack up athletics equipment, resources and refreshments according to organisational policies and procedures.
4. Review athletics sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for athletics session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

SISSATH201A Teach the fundamental skills of athletics

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSATH001 Conduct athletics coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three athletics coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting athletics coaching sessions with foundation level participants

athletics tactical and technical fundamentals for foundation level participants:

repetition:

running

jumping

throwing

physical fitness:

strength

flexibility

endurance

speed

power

organisational layout of athletics activities

athletics equipment and resources:

reverse board

tumble mat

folding hurdles

high stepper

high jump bed, bar and stands

safe set-up and lay-out

safe condition

safe use

safe pack up

athletics rules, regulations and policies applicable to coaching foundation level athletes

athletics safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

athletics session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in athletics. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

athletics rules, regulations and policies applicable to coaching foundation level participants

athletics facilities, equipment and resources:

reverse board

tumble mat

folding hurdles

high stepper

high jump bed, bar and stands

organisational safety, emergency response and first aid procedures for athletics.

Assessment must ensure use of:

athletics session plan

a supervisor and athletics foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSBSB001 Conduct basketball coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in basketball.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Basketball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for basketball sessions with foundation level participants.	1.1. Confirm assigned basketball session duties with supervisor. 1.2. Interpret basketball session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report basketball session set-up problems to supervisor.
2. Conduct basketball sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of basketball session activity instructions and safe participation requirements. 2.2. Communicate and model basketball participation behaviour standards. 2.3. Present, sequence and pace basketball session activities to meet basketball session plans. 2.4. Instruct and demonstrate safe basketball techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete basketball sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in basketball sessions to identify wear and tear and report to supervisor. 3.4. Pack up basketball equipment, resources and refreshments according to organisational policies and procedures.
4. Review basketball sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for basketball session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSBSB001 Conduct basketball coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three basketball coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting basketball coaching sessions with foundation level participants

basketball tactical and technical fundamentals for foundation level participants:

tactical:

individual player tactics

whole of team tactics

individual and team offence and defence

technical:

game sense and decision making at a fundamental level

basic body movement with a ball

basic movement without a ball

jumping

running technique

moving the ball

basic passing and receiving

getting the ball

shooting

lay ups and footwork

individual defensive skills

body position

organisational layout of basketball activities

basketball equipment and resources:

basketballs

uniforms

footwear

whistles

stop watch

cones

clock

bench

backboard

ring and net

scoresheet

basketball courts

safe set-up and lay-out

safe condition

safe use

safe pack up

basketball rules, regulations and policies applicable to coaching foundation level participants

basketball safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

basketball session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in basketball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

basketball rules, regulations and policies applicable to coaching foundation level participants

Basketball Australia rules and code of behaviour

basketball facilities, equipment and resources:

clock

bench

backboards

marked court

electronic or manual scoring system

ring and net

uniform

whistle

basketballs

organisational safety, emergency response and first aid procedures for basketball.

Assessment must ensure use of:

basketball session plan

a supervisor and basketball foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSBSB002 Coach basketball participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach basketball participants up to an intermediate level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in basketball clubs and organisations.

Specific industry accreditation requirements apply to basketball coaching accreditation and information should be obtained from Basketball Australia.

Pre-requisite Unit

Nil

Competency Field

Basketball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan basketball sessions for participants up to an intermediate level.	1.1. Gather and review basketball participant information to assess participants up to an intermediate level developmental readiness. 1.2. Set basketball session objectives to meet participants up to an intermediate level developmental readiness. 1.3. Determine session content to address basketball session objectives. 1.4. Select coaching practices to meet basketball session objectives. 1.5. Develop and document basketball session plans for participants up to an intermediate level.
2. Prepare basketball sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet basketball session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participants up to an intermediate level safety.
3. Conduct basketball sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of basketball session activity instructions and safe participation requirements by participants up to an intermediate level. 3.2. Present, sequence and pace basketball session activities according to basketball session plans. 3.3. Select and use communication styles to achieve basketball session objectives. 3.4. Observe practice of participants up to an intermediate level to assess participant ability to perform activities. 3.5. Modify basketball session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor basketball sessions to identify and address risks to safety of participants up to an intermediate level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of basketball session review to evaluate basketball session plan and inform future basketball session planning processes.
4. Promote good behaviour.	4.1. Communicate and model basketball participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own basketball coaching practice of participants up to an intermediate level. 5.2. Reflect on own basketball coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future basketball sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret basketball session plans interpret documents that describe basketball organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet the needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give basketball instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for basketball session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSBSB002 Coach basketball participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

•	deliver coaching in basketball to participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching basketball participants up to an intermediate level

tactical and technical fundamentals of basketball for participants up to an intermediate level:

tactical:

individual player tactics

whole of team tactics

individual and team offence and defence

offensive team tactics including off ball and on ball screening, basic zone tactics gapping zone, overloading and screening, offensive rebounding tactics designated rebounders and basic offensive and defensive transitions pressure release, and trapping defence

defensive team tactics including man-to-man rotation, correct zone defence and basic half court man-to-man defence

creating a lead

back-door cut

defensive hand and foot position

defensive footwork

defending the dribbler

defending the back door

close out technique

full-court defence

rebounding offensive transition

player position

ball movement

rebounding defensive transition

plays to maximise weaknesses in opposition team plays

plays to counter strengths in opposition team plays

countering tactics to diminish or negate opposition player strengths such as double defending

technical:

game sense and decision making at an intermediate level

dribbling including handling and controlling the ball

passing and receiving

combinations of passing

shooting

rebounding

blocking

body positioning

jumping

inside defensive skills specific to playing position

shooting, faking and driving

post-play including leading and receiving

point guard range game

sealing

analysis of movement for basketball participants up to an intermediate level

modifying activities for basketball participants up to an intermediate level:

regress activities

progress activities

organisational layout of basketball activities

types of competitions and pathways for basketball participants up to an intermediate level

basketball rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of basketball coaches and officials applicable to participants up to an intermediate level

basketball session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about basketball situations

linking sessions to develop and progress skills

group organisation

basketball equipment and resources:

selection

safe set-up and layout

safe condition

safe use

basketball safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during basketball sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

basketball session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in basketball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

basketball facilities, equipment and training aids:

clock

bench

backboards

marked court

electronic or manual scoring system

ring and net

uniform

whistle

basketballs

organisational safety, emergency response and first aid procedures

Basketball Australia rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

basketball participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSCKT001 Participate in cricket at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical cricket skills at an intermediate level through participation in cricket.

This unit applies to athletes in the Australian sport industry competing in cricket at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cricket

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level cricket activities.	1.1. Interpret and apply cricket rules, regulations and policies to cricket participation. 1.2. Participate in cricket training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level cricket skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using cricket communication systems and terminology.
2. Prepare to compete in cricket at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical cricket skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical cricket skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for cricket competitions.
3. Implement cricket game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret cricket game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level cricket performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level cricket performance. 4.2. Analyse cricket competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level cricket performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level cricket training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with team members, coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSCKT001 Participate in cricket at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in cricket at an intermediate level that involves:

complying with cricket rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in cricket at an intermediate level

tactical and technical fundamentals of cricket for intermediate level athletes:

batting strategies

running between the wickets

fielding strategies and positions

captaincy decisions

game preparation

cricket biomechanical principles

types, characteristics, function and safe use of cricket equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level cricket athletes:

height

weight

preferred batting shots

tactical

training activities for intermediate level cricket athletes:

warm-ups and cool-downs

batting, bowling and fielding drills

catching, throwing and running drills

concentration drills

grid work

competitions and pathways for intermediate level cricket athletes

types and contents of game plans for intermediate level cricket athletes:

set plays

targeting opposition athletes

style of play

types and methods of analysing competition statistics for intermediate level cricket athletes:

batting and bowling figures

scores

types and potential impacts of environmental conditions

intermediate level cricket rules, regulations and policies

methods for self reflection

cricket communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a cricket environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

cricket rules, regulations and policies

organisational policies and procedures applicable to participating in cricket at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

cricket equipment and facilities with a marked-out field and pitch:

cricket bats

cricket balls

personal protective equipment

cricket opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSCKT002 Participate in cricket at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical cricket skills at an advanced level through participation in cricket.

This unit applies to athletes in the Australian sport industry competing in cricket at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cricket

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level cricket activities.	1.1. Interpret and apply cricket rules, regulations and policies to cricket participation. 1.2. Participate in cricket training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level cricket skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using cricket communication systems and terminology.
2. Prepare to compete in cricket at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical cricket skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical cricket skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for cricket competitions.
3. Implement cricket game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret cricket game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review advanced level cricket performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level cricket performance. 4.2. Analyse cricket competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level cricket performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level cricket training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Range of Conditions

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSCKT002 Participate in cricket at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in cricket at an advanced level that involves:

complying with cricket rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in cricket at an advanced level

tactical and technical fundamentals of cricket for advanced level athletes:

skill level for athletes at state level

batting

bowling

fielding and running

dismissals

slips

wicket keeping

cricket biomechanical principles

types, characteristics, function and safe use of cricket equipment, facilities and technological aids

types of strengths and weaknesses of advanced level cricket athletes:

height

weight

preferred batting shots

training activities for advanced level cricket athletes:

warm ups and cool downs

batting, bowling, fielding drills

catching, throwing and running drills

concentration drills

grid work

competitions and pathways for advanced level cricket athletes

types and contents of game plans for advanced level cricket athletes:

set plays

targeting opposition athletes

identifying weaknesses in opposition team

style of play

types and methods of analysing competition statistics for advanced level cricket athletes:

batting and bowling figures

scores

types and potential impacts of environmental conditions

advanced level cricket rules, regulations and policies

methods for self reflection

cricket communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a cricket environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

cricket rules, regulations and policies

organisational policies and procedures applicable to participating in cricket at an advanced level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

cricket equipment and facilities with a marked-out field and pitch:

cricket bats

cricket balls

personal protective equipment

cricket opposition competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS001 Coach individual participants in the introduction of equestrian activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach individual participants in beginner equestrian activities. This unit includes planning, preparing, conducting and reviewing individual sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals who coach participants in beginner equestrian activities relating to events and competitions. To do this, coaches must be proficient horse riders or competitors in equestrian sport.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan introductory equestrian sessions for individual participants.	1.1. Gather and review introductory equestrian participant information to assess individual participant readiness. 1.2. Set introductory equestrian session objectives to meet individual participant readiness. 1.3. Determine session content to address introductory equestrian session objectives. 1.4. Select coaching approaches to meet introductory equestrian session objectives. 1.5. Develop and document introductory equestrian session plans for individual participants.
2. Prepare introductory equestrian sessions for individual participants.	2.1. Prepare facilities, equipment and resources to meet introductory equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by individual participants and horse. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to individual participants and horse safety. 2.4. Warm up horse on the lunge.
3. Conduct introductory equestrian sessions for individual participants.	3.1. Communicate and confirm individual participant understanding of introductory equestrian session activity instructions and safe participation requirements. 3.2. Assess participant on the lunge prior to session activities to confirm ability. 3.3. Modify lesson plan according to lunge assessment. 3.4. Present, sequence and pace introductory equestrian session activities to meet introductory equestrian session plans. 3.5. Select and use communication styles to achieve introductory equestrian session objectives. 3.6. Observe individual participant practice to assess participant ability to perform activities. 3.7. Modify introductory equestrian session activities as required to meet individual participant needs and environmental conditions. 3.8. Monitor introductory equestrian sessions to identify and address risks to individual participant safety. 3.9. Respond to and report first aid incidents according to organisational policies and procedures. 3.10. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Review introductory equestrian sessions for individual participants.	5.1. Monitor achievement of introductory equestrian session objectives against introductory equestrian session plan. 5.2. Conduct end of introductory equestrian session review to evaluate introductory equestrian session plan and inform future introductory equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own introductory equestrian coaching practice of individual participants. 6.2. Reflect on own introductory equestrian coaching practice of individual participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future introductory equestrian sessions with individual participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret introductory equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document introductory equestrian session plans for individual participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage individual participants ask open and closed questions and actively listen to determine and meet individual participants needs interact with individual participants in a polite and courteous manner give introductory equestrian instructions to individual participants.
Numeracy skills to:	estimate time and space requirements for introductory equestrian session activities sequence activities pace introductory equestrian session activities to meet introductory equestrian session plan.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor introductory equestrian session objectives.
Problem-solving skills to:	respond to needs of individual participants select strategies to address individual participant poor behaviour respond to environmental conditions.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS001 Coach individual participants in the introduction of equestrian activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

plan, conduct and review introductory equestrian sessions for individual participants on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching individual participants in the introduction of equestrian activities

tactical fundamentals of introductory equestrian activities for individual participants

technical fundamentals of introductory equestrian activities for individual participants

analysis of movement for individual participants in introductory equestrian activities

modifying activities for individual participants in introductory equestrian activities:

regress activities

progress activities

organisational layout of introductory equestrian activities

types of introductory equestrian coaching activities:

game sense

technique-centred activities

constraints-led approach

types and safe use of introductory equestrian coaching equipment:

training aids

technology

equestrian safety procedures

types of competitions and pathways for individual participants in introductory equestrian activities

equestrian rules, regulations and policies applicable to coaching individual participants

roles and responsibilities of equestrian coaches and officials applicable to individual participants

equestrian terminology and communication systems

equestrian needs and capabilities considerations for individual participant readiness:

age

gender

development stage

heat tolerance and hydration

physical ability

skill level

social characteristics

injury and incapacity

attention span

barriers to participation

introductory equestrian session planning for individual participants:

session objectives

progression and regression activities and modified games

activities inclusive of the participant

contingency plans to accommodate environmental conditions

designing activities that require participants to think and make meaningful decisions about equestrian situations

linking sessions to develop and progress skills

introductory equestrian equipment and resources

introductory equestrian session preparation for individual participants:

allocating space and resources for sessions

safe set-up and layout

equipment selection and checking

types of introductory equestrian session risks and methods for minimising facilities, equipment, horse, resources and environmental risks

equestrian safe participation requirements for individual participants:

obeying the rules

use of protective equipment

hydration

horse handling

methods for creating a learning environment for individual participants

coaching communication techniques for individual participants:

direct instruction

demonstration

position of coach

problem solving

communication styles for individual participants:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

methods for making introductory equestrian sessions for individual participants:

encouraging self management

matching activities to suit the readiness of participants

modifying activities to maximise repetition of motor skills

maximising participation

selecting age and ability appropriate equipment

generating participant interest and enthusiasm

setting clear boundaries

providing challenge

strategies for preventing and managing poor behaviour of individual participants:

establishing behaviour standards

common causes of poor behaviour of individual participants

methods of observation and feedback during introductory equestrian sessions with individual participants:

how, what and when to observe

timing of feedback

introductory equestrian session review processes

methods for giving verbal and non verbal feedback

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners' characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for introductory equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching participants in an equestrian sport discipline.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

lunge line

lunge whip

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent compliant helmets

Australian Standard compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

individual participants who can already ride to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS001 Coach individual participants in the introduction of equestrian activities, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS002 Coach unofficial local competition competitors in equestrian

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants, who can already ride, to participate in unofficial local competitions in an equestrian sport discipline. This unit includes planning, preparing, conducting and reviewing individual and group sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals working in community based coaching roles in the Australian sport industry at an introductory level as recognised by Equestrian Australia. This includes individuals working and volunteering in equestrian clubs and centres.

This unit applies to coaches who coach participants in preparation for equestrian events and competitions. To do this, coaches must be proficient horse riders or competitors in the chosen equestrian sport discipline.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan equestrian sessions for unofficial local competition participants.	1.1. Gather and review participants information to assess readiness of participants in an equestrian sport discipline. 1.2. Set equestrian session objectives to meet readiness of unofficial local competition participants. 1.3. Determine session content to address equestrian session objectives. 1.4. Select coaching approaches to meet equestrian session objectives. 1.5. Develop and document equestrian session plans for unofficial local competition participants.
2. Prepare equestrian sessions for unofficial local competition participants.	2.1. Prepare facilities, equipment and resources to meet equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by unofficial local competition participants. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participant safety and complete associated documentation.
3. Conduct equestrian sessions for unofficial local competition participants.	3.1. Communicate and confirm participants in an equestrian sport discipline understanding of equestrian session activity instructions and safe participation requirements. 3.2. Present, sequence and pace equestrian session activities to meet equestrian session plans. 3.3. Select and use communication styles to achieve equestrian session objectives. 3.4. Observe participants in an equestrian sport discipline practice to assess participant ability to perform activities. 3.5. Modify equestrian session activities as required to meet unofficial local competition participants needs and environmental conditions. 3.6. Monitor equestrian sessions to identify and address risks to participant safety. 3.7. Respond to and report first aid incidents according to organisational policies and procedures. 3.8. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures and animal welfare standards.
5. Review equestrian sessions for unofficial local competition participants.	5.1. Monitor achievement of equestrian session objectives against equestrian session plan. 5.2. Conduct end of equestrian session review to evaluate equestrian session plan and inform future equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own equestrian coaching practice of unofficial local competition participants. 6.2. Reflect on own equestrian coaching practice of unofficial local competition participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future equestrian sessions with unofficial local competition participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document equestrian session plans for unofficial local competition participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage unofficial local competition participants ask open and closed questions and actively listen to determine and meet unofficial local competition participants needs interact with unofficial local competition participants in a polite and courteous manner give equestrian instructions to unofficial local competition participants.
Numeracy skills to:	estimate time and space requirements for equestrian session activities sequence activities pace equestrian session activities to meet equestrian session plan manage pair and group work for three to five unofficial local competition participants.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor equestrian session objectives.
Problem-solving skills to:	respond to needs of individual unofficial local competition participants select strategies to address unofficial local competition participant poor behaviour respond to environmental conditions.
Teamwork skills to:	communicate effectively with others and receive feedback.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS002 Coach unofficial local competition competitors in equestrian

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to unofficial local competition participants on three occasions for a duration of at least 60 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching unofficial local competition participants

tactical fundamentals for unofficial local competition participants

methods of coaching fundamental aspects of the equestrian sport discipline

analysis of participant movement and performance for the equestrian sport discipline

equestrian sport discipline regress and progress activities

organisational layout of equestrian sport discipline activities

role of equestrian coach

types of equestrian coaching activities for coaching unofficial local competition participants

safe handling of horses:

methods to warm up horses

methods to cool down horses

types and safe use of equestrian sport discipline facilities and equipment

equestrian safety procedures:

level of horse and matching to unofficial local competition participants

types of risks:

horse behaviour

mounting

dismounting

footing safety

distractions

distance between horses

unofficial local equestrian sport discipline competition pathways

unofficial local equestrian sport discipline rules, regulations and policies applicable to coaching unofficial local competition participants

role of equestrian officials in the equestrian sport discipline

communication techniques to motivate participants and encourage interaction and participation in the equestrian sport discipline

equestrian sport discipline communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners' characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching unofficial local competition participants.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent-compliant helmets

Australian Standard-compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

moderately experienced participants to be coached

equestrian sport discipline officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS002 Coach unofficial local competition participants in equestrian, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS003 Coach official national competition participants in equestrian

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants, who can already ride, to participate in official national competitions in an equestrian sport discipline. This unit includes planning, preparing, conducting and reviewing individual and group sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals working in community based coaching roles in the Australian sport industry as recognised by Equestrian Australia. This includes individuals working and volunteering in equestrian clubs and centres.

This unit applies to coaches who coach participants in preparation for equestrian events and competitions. To do this, coaches must be proficient horse riders or competitors in the chosen equestrian sport discipline.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan equestrian sessions for official national competition participants.	1.1. Gather and review participants' information to assess readiness of participants in an equestrian sport discipline. 1.2. Set equestrian session objectives to meet readiness of official national competition participants. 1.3. Determine session content to address equestrian session objectives. 1.4. Select coaching approaches to meet equestrian session objectives. 1.5. Develop and document equestrian session plans for official national competition participants.
2. Prepare equestrian sessions for official national competition participants.	2.1. Prepare facilities, equipment and resources to meet equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by official national competition participants. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participant safety and complete associated documentation.
3. Conduct equestrian sessions for official national competition participants.	3.1. Communicate and confirm participants in an equestrian sport discipline understanding of equestrian session activity instructions and safe participation requirements. 3.2. Present, sequence and pace equestrian session activities to meet equestrian session plans. 3.3. Select and use communication styles to achieve equestrian session objectives. 3.4. Observe participants in an equestrian sport discipline practice to assess participant ability to perform activities. 3.5. Modify equestrian session activities as required to meet official national competition participants needs and environmental conditions. 3.6. Monitor equestrian sessions to identify and address risks to participant safety. 3.7. Respond to and report first aid incidents according to organisational policies and procedures. 3.8. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures and animal welfare standards.
5. Review equestrian sessions for official national competition participants.	5.1. Monitor achievement of equestrian session objectives against equestrian session plan. 5.2. Conduct end of equestrian session review to evaluate equestrian session plan and inform future equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own equestrian coaching practice of official national competition participants. 6.2. Reflect on own equestrian coaching practice of official national competition participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future equestrian sessions with official national competition participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document equestrian session plans for official national competition participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage official national competition participants ask open and closed questions and actively listen to determine and meet official national competition participants needs interact with official national competition participants in a polite and courteous manner give equestrian instructions to official national competition participants.
Numeracy skills to:	estimate time and space requirements for equestrian session activities sequence activities pace equestrian session activities to meet equestrian session plan manage pair and group work for three to five official national competition participants.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor equestrian session objectives.
Problem-solving skills to:	respond to needs of individual official national competition participants select strategies to address official national competition participants' poor behaviour respond to environmental conditions.
Teamwork skills to:	communicate effectively with others and receive feedback.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS003 Coach official national competition participants in equestrian

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to official national competition participants on three occasions for a duration of at least 60 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching official national competition participants

tactical fundamentals for official national competition participants

methods of coaching fundamental aspects of the equestrian sport discipline

analysis of participant movement and performance for the equestrian sport discipline

equestrian sport discipline regress and progress activities

organisational layout of equestrian sport discipline activities

role of equestrian coach

types of equestrian coaching activities for coaching official national competition participants

safe handling of horses:

methods to warm up horses

methods to cool down horses

types and safe use of equestrian sport discipline facilities and equipment

equestrian safety procedures:

level of horse and matching to official national competition participants

types of risks:

horse behaviour

mounting

dismounting

footing safety

distractions

distance between horses

official national equestrian sport discipline competition pathways

official national equestrian sport discipline rules, regulations and policies applicable to coaching official national competition participants

role of equestrian officials in the equestrian sport discipline

communication techniques to motivate participants and encourage interaction and participation in the equestrian sport discipline

equestrian sport discipline communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching official national competition participants.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent-compliant helmets

Australian Standard-compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

experienced participants to be coached

equestrian sport discipline officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS003 Coach official national competition participants in equestrian, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF001 Coach advanced level golfers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach advanced level golfers.

This unit applies to individuals working in professional coaching roles in the Australian sport industry. This includes individuals working in golf clubs and organisations.

Specific industry accreditation requirements apply to golf coaching accreditation and information should be obtained from the Professional Golfers Association (PGA) of Australia.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan golf sessions for advanced level golfers.	1.1. Gather and review golfer information to assess advanced level golfer coaching needs. 1.2. Set golf session objectives to meet advanced level golfer coaching needs. 1.3. Select coaching practices to meet golf session objectives. 1.4. Develop and document golf session plans for advanced level golfer.
2. Prepare golf sessions for advanced level golfers.	2.1. Prepare facilities, equipment and resources to meet golf session plan requirements. 2.2. Select and set up equipment for safe use by advanced level golfer. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to advanced level golfer safety.
3. Conduct golf sessions for advanced level golfers.	3.1. Communicate and confirm advanced level golfer understanding of golf session activity instructions and safe participation requirements. 3.2. Present, sequence and pace golf session activities according to golf session plans. 3.3. Select and use communication styles to achieve golf session objectives. 3.4. Observe advanced level golfer practice to assess golfer ability to perform activities. 3.5. Modify golf session activities as required to meet advanced level golfer needs and environmental conditions. 3.6. Monitor golf sessions to identify and address risks to advanced level golfer safety. 3.7. Analyse golfer performance and provide feedback to golfer to improve performance. 3.8. Conduct end of golf session review to evaluate golf session plan and inform future golf session planning processes.
4. Promote good behaviour.	4.1. Communicate and model the standards outlined in the PGA Membership Regulations and Coaches Code of Ethics. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address golfer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own golf coaching practice of advanced level golfers. 5.2. Reflect on own golf coaching practice of advanced level golfers to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future golf sessions with advanced level golfers. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret golf session plans interpret documents that describe golf organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage advanced level golfers ask open and closed questions and actively listen to determine and meet advanced level golfer needs interact with advanced level golfers in a polite and positive manner give golf instructions to advanced level golfers.
Numeracy skills to:	estimate time and space requirements for golf session activities manage pair and group work for odd and even numbers of advanced level golfers.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF001 Coach advanced level golfers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver coaching in golf to a golfer with a Golf Australia handicap of 9 or less or a golfer who is a member of the PGA of Australia, on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching advanced level golfers

tactical and technical fundamentals of golf for advanced level golfers:

tactical:

pre-round routines

pre-shot and post-shot routines

carry distances applied to shot and club selection

decision making relative to understanding of own performance in competitive environment

strategies for shot recovery, hazards and trouble

dealing with delays

dealing with poor shots and results

technical:

shot shaping including draws and fades

trajectory control including high, low and medium

shots from lies including wet, bare, sandy and rough, divots, slopes, depression

shots to avoid obstacles including around, over and under

shots accounting for wind specialty shots including hook, punch, bump and run

putts requiring advanced green reading

ball flight laws

analysis of movement and performance for advanced level golfers:

swing analysis and motion

swing analysis software

putting analysis tools

video cameras

launch monitors and ball flight analysis equipment

force plates and motion capture systems

monitoring competitions to develop and modify tactics to suit the competition situation

relying on game statistics to make adjustments

analysing game performances to refine coaching strategies

psychological and motivational wellbeing of golfers

analysis of tactical strengths and weaknesses

selecting strokes

making decisions under pressure

statistics:

fairways hit

greens in regulation

putts per hole or round

putts per greens in regulation

up and downs

sand saves

carry distances

wedge distance to hole

scrambling

handicap and score averages

round analysis and performance charting

carry distance profiling

swing analysis software

video cameras

modifying activities for advanced level golfers:

regress activities

progress activities

organisational layout of golf activities

types of competitions and pathways for advanced level golfers

golf rules, regulations and policies applicable to coaching advanced level golfers:

R & A Rules of Golf

PGA Tour Hard Card

types and reporting of breaches:

rule breaches or incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores or results

breaches of etiquette

roles and responsibilities of golf coaches and officials:

club officials

accredited rules officials

tournament and Tour officials

tournament and match committee

golf session planning for advanced level golfers:

session objectives

progression and regression activities and modified games

activities inclusive of all golfers

designing activities that require golfers to think and make meaningful decisions about golf situations

linking sessions to develop and progress skills

group organisation

golf equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for advanced level golfers:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of advanced level golfers

methods of observation and feedback during golf sessions with advanced level golfers:

how, what and when to observe

timing of feedback

golf session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in golf.

Assessment must ensure access to:

first aid kit

drinking water

golf facilities, equipment and training aids:

golf clubs

golf balls

golf course

golf range

putting green

alignment aids

score cards

PGA Tour Hard Card

markers and course boundaries

golf rules, regulations and policies

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

session plan template

golfers with a Golf Australia handicap of 9 or less or golfers who are members of the PGA of Australia to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF002 Participate in golf at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills at an intermediate level through participation in golf.

This unit applies to players in the Australian sport industry competing in golf at a regional, state or national level or within the PGA Trainee Program.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level golf activities.	1.1. Interpret and apply golf rules, regulations and policies to golf participation. 1.2. Participate in golf training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level golf skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using golf terminology.
2. Prepare to compete in golf at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical golf skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical golf skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for golf competitions.
3. Implement golf game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret golf game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review intermediate level golf performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level golf performance. 4.2. Analyse golf competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level golf performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level golf training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF002 Participate in golf at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in golf at an intermediate level that involves:

complying with golf rules, regulations and policies

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own strengths and weaknesses

performing intermediate level tactical and technical skills to achieve:

a Golf Australia handicap of 15 or less for males, or

a Golf Australia handicap of 18 or less for females, or

a score of 50 or better on the National Skills Test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in golf at an intermediate level

tactical and technical fundamentals of golf for intermediate level players:

tactical:

analysing hole design and determining length of hole

identifying risks and hazards

establishing visual references for aiming and direction

determining shot length and carry distances with each club

understanding wind and weather conditions

decision making relative to skill level

determining strengths and weaknesses

evaluating length and break of putts

considering options for recovery shots/shots from trouble

technical:

pre-swing fundamentals:

grip

aim and alignment

stance

ball position

posture

in-swing fundamentals:

full swing concept

full swing principles

short game fundamentals:

pitching

chipping

bunker play

putting

golf biomechanical principles:

balance and base of support

centre of gravity

levers

projectile motion

power

types and safe use of golf equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

mirrors

impact bags

alignment aids

lie boards

computer software and technological devices for golf

types of strengths and weaknesses of intermediate level players:

physical

tactical

technical

mental

training activities for intermediate level players:

warm-up

pre-swing fundamentals

in-swing fundamentals

short game fundamentals

on-course modified games

range based games

National Skills Test

computer swing and video analysis

competitions and pathways for intermediate level players

types and contents of game plans for intermediate level players:

checklists for equipment and accessories

strategies for warm-up and pre-round practice

creating statistical goals for a round

using course mapping and course guide

determining specific shot selections

options for laying up to avoid hazards or reposition ball for subsequent shots

types and methods of analysing competition statistics for intermediate level players:

fairway hits

greens in regulation

up and down

sand save

putts per green in regulation

types and potential impacts of environmental conditions

intermediate level golf rules, regulations and policies:

R & A Rules of Golf

types and reporting of breaches:

rule breaches and incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores and results

breaches of etiquette

methods for self reflection

golf terminology.

Assessment Conditions

Skills must be demonstrated in:

a golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

golf competitions and tournaments

organisational policies and procedures applicable to participating in golf at an intermediate level

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities:

golf training facilities

golf clubs

golf balls

golf course

golf range

putting green

golf training aids

golf score cards

markers and course boundaries

opposition players competing at an intermediate level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF003 Participate in golf at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills at an advanced level through participation in golf.

This unit applies to players in the Australian sport industry competing in golf at a regional, state or national level or within the PGA Trainee Program.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level golf activities.	1.1. Interpret and apply golf rules, regulations and policies to golf participation. 1.2. Participate in golf training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level golf skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using golf terminology.
2. Prepare to compete in golf at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical golf skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical golf skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for golf competitions.
3. Implement golf game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret golf game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review advanced level golf performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level golf performance. 4.2. Analyse golf competition statistics to identify own and opposition strengths and weaknesses. 4.3. Reflect on own advanced level golf performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level golf training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF003 Participate in golf at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in golf at an advanced level that involves:

complying with golf rules, regulations and policies

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own strengths and weaknesses

performing advanced level tactical and technical skills over a minimum of five rounds on a minimum of three 18 hole golf courses to achieve:

a Golf Australia handicap of 9 or less for males, or

a Golf Australia handicap of 12 or less for females, or

an adjusted average that falls within 2.00 of the PGA of Australia Playing Standard

a score of 60 or better on the National Skills Test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in golf at an advanced level

tactical and technical fundamentals of golf for advanced level players:

tactical:

pre-round routines

pre-shot and post-shot routines

carry distances applied to shot and club selection

decision making relative to understanding of own performance in competitive environment

strategies for shot recovery, hazards and trouble

dealing with delays

dealing with poor shots and results

technical:

shot shaping including draws and fades

trajectory control including high, low and medium

shots from various lies including wet, bare, sandy, rough, divots, slopes and depression

shots to avoid obstacles including around, over and under

shots accounting for wind specialty shots including hook, punch, bump and run

putts requiring advanced green reading

ball flight laws

golf biomechanical principles:

summation of forces concept

kinematic sequence in the golf swing

balance and base of support

centre of gravity

levers

projectile motion

power

types and safe use of equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

mirrors

impact bags

alignment aids

lie boards

computer software and technological devises for golf

types of strengths and weaknesses of advanced level players:

physical

tactical

technical

mental

training activities for advanced level players:

shot shaping and trajectory control including 9-ball drill

distance and accuracy

generating clubhead speed

promoting clubhead control

different swing lengths

different tempos

different alignments and ball positions

putting drills for distance and accuracy

putting drills for tempo

competitive drills and activities with partners and teams

competitive on-course games, competitive and points based drills and activities which benchmark results against Tour averages

advanced activities using computer swing and video analysis

advanced activities using technological devices

competition rounds and tournaments

competitions and pathways for advanced level players

types and contents of game plans for advanced level players:

shot plans

hole plans

specific round and tournament plans

plans according to score or field position

plans for delays and inclement weather

types and methods of analysing competition statistics for advanced level players:

fairways hit

putts per hole and round

putts per greens in regulation

up and downs

sand saves

carry distance

wedge distance to hole

scrambling

first 6, middle 6 and last 6 holes

types and potential impacts of environmental conditions

advanced level golf rules, regulations and policies:

R & A Rules of Golf

PGA Tour Hard Card

types and reporting of breaches:

rule breaches and incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores and results

breaches of etiquette

methods for self reflection

golf communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

golf competitions and tournaments

organisational policies and procedures applicable to participating in golf at an advanced level

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

golf training aids

golf score cards

PGA Tour Hard Card

markers and course boundaries

opposition players competing at an advanced level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF004 Fit and alter golf equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to fit, repair and alter golf equipment for players.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess player equipment requirements.	1.1. Consult with players to identify and document player preferences. 1.2. Observe players to identify and document player ability levels. 1.3. Analyse player preferences and player ability level to determine player performance requirements. 1.4. Access, interpret and assess golf equipment specifications to select golf equipment to meet player performance requirements. 1.5. Recommend golf equipment to players.
2. Fit golf equipment.	2.1. Explain golf equipment fitting procedures to players and confirm player developmental readiness for fitting. 2.2. Fit and adjust golf equipment according to manufacturer specifications. 2.3. Assess fitted golf equipment to confirm compliance with the rules of golf. 2.4. Monitor player performance during practice sessions to identify player performance problems. 2.5. Recommend adapting, modifying and fitting golf equipment to address identified player performance problems. 2.6. Consult with players to confirm fitted golf equipment meets player performance requirements.
3. Review equipment.	3.1. Monitor and analyse player performance to identify equipment-related performance gaps. 3.2. Identify and recommend golf equipment interventions to address performance gaps. 3.3. Modify golf equipment to enhance player performance. 3.4. Seek and respond to player feedback about equipment and performance requirements.
4. Repair and alter golf equipment.	4.1. Consult with players to identity requirements for repair and alteration of golf equipment. 4.2. Assess golf equipment to determine type and scope of golf equipment repairs and alterations. 4.3. Select and source components and materials required to complete repairs and alterations. 4.4. Repair and alter golf equipment according to organisational policies and procedures and manufacturer specifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record recommendations during the fitting process.
Oral communication skills to:	ask open and closed questions and actively listen to communicate with players interact with players in a polite and positive manner.
Numeracy skills to:	detect and document patterns of errors using round analysis charts and statistical results.
Technology skills to:	use technological aids as part of the fitting process.

Unit Mapping Information

SISSGLF510 Fit and alter golf equipment

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF004 Fit and alter golf equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

fit, repair and alter golf equipment that involves:

fitting three golf clubs

repairing three golf clubs

altering three golf clubs

meeting the preferences and abilities levels of three players:

beginner player

advanced player

a player with a physical disability, injury or impairment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to fitting and altering golf equipment

biomechanical concepts, ball flight laws, principles and preferences in the context of golf equipment design

cause and effect relationships and their impact on equipment and component design and fitting

procedures and protocols for fitting players at a range of skill levels

rules of golf applicable to the fitting, alteration and repair of golf equipment

equipment and safety requirements of golf in order to fit and alter golf equipment safely

terminology for selection, fitting, repair and alteration of golf equipment

appraisal methods used to conduct fitting sessions

types of player performance requirements:

speed

power

distance

spin

accuracy

types of player attributes and impact on golf equipment fitting and alteration:

athletic ability

strength

flexibility

golfing experience

physical characteristics

swing characteristics

characteristics of equipment design:

head design and function

shaft design and function

grip design and function

club lie and length

swing weight

player ability variables:

handicap

swing and clubhead speed

physical limitations and previous injuries

types of fitting techniques:

observation of:

existing specifications

grip

lie angle

face and sole contact

ball flight

measurement of:

initial velocity

launch angle

spin rate

distance

types of monitoring techniques:

fitting systems and protocols

carry distance profiling

club specifications

computer software and technical equipment

types of repair and alteration:

shaft length

shaft flex

lie angle

loft

swing weight

dead weight

grip size

flex point

head design

shaft material

types of repair and alteration variables:

shaft extraction methods

shaft types including parallel tip and taper tip and installation procedures

shaft lengths and alteration methods

cast and forged head designs and alteration procedures

grip types and installation methods

swing weight and dead weight alteration methods

refurbishment methods for woods and irons.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment.

Assessment must ensure access to:

a golf facility or green

organisational policies and procedures for fitting and altering golf equipment.

Assessment must ensure use of:

golf equipment for fitting, alteration and repair

equipment and resources for undertaking fitting, repair and alteration of golf equipment:

fitting cart and equipment

technological aids

players.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage golf competitions and tournaments. It includes organising and facilitating golf competitions and tournaments, providing in-competition assistance to players and undertaking post-competition results and administrative duties.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan golf competition formats.	1.1. Access and interpret competition information to identify competition objectives. 1.2. Evaluate and select golf competition formats to meet competition objectives, the rules of golf and organising body and host facility requirements. 1.3. Consult with organising bodies to determine eligibility of players according to the rules of golf. 1.4. Communicate and clarify eligibility criteria for participation to potential players. 1.5. Establish competition registration systems and procedures and notify relevant personnel.
2. Implement golf competition formats.	2.1. Develop, document and distribute draws and timesheets to competition stakeholders. 2.2. Establish draw modification guidelines in consultation with personnel and distribute to competition stakeholders. 2.3. Modify draw and document amendments according to the rules of golf and distribute to competition stakeholders. 2.4. Review local rules, make alterations as required in conjunction with competition committees and communicate to players. 2.5. Clarify roles and responsibilities of competition officials and communicate to players. 2.6. Provide in-competition support to players.
3. Process and record golf competition results.	3.1. Process and record individual and group scores according to the rules of golf. 3.2. Record disqualification, penalty and complaint decisions and communicate outcomes to players affected by such decisions according to the rules of golf. 3.3. Process, document and communicate competition results according to organising body requirements. 3.4. Communicate alterations to handicaps to players.
4. Evaluate golf competitions.	4.1. Seek and acknowledge feedback from competition stakeholders. 4.2. Evaluate competitions to identify potential areas to improve structure and management for future competitions. 4.3. Review and reflect on own performance to identify potential areas of improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	administer handicaps.
Oral communication skills to:	ask open and closed questions and actively listen to players interact with players in a polite and positive manner.
Numeracy skills to:	process results and monitor adjustments to handicaps create draws and timesheets.

Unit Mapping Information

SISSGLF512 Manage the structure and facilitation of golf competitions and tournaments

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage the structure and facilitation of three golf competitions or tournaments that involve:

adapting a draw schedule and local rules in response to changing situations and communicating changes to stakeholders

recording competition results in line with the rules of golf and communicating results to players

evaluating and reflecting on own work performance to identify at least three improvements.

Knowledge Evidence

outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing the structure and facilitation of golf competitions and tournaments.

Golf Australia handicapping system

rules and regulations of golf

types of competition formats and related scoring methods:

Stableford

stroke

four-ball

medal play

Ambrose

match play

types of competition eligibility criteria:

handicap

age

grade

ranking

exemption and entry category

roles and responsibilities of competition stakeholders

types of modification guidelines:

late withdrawals and entries

cancellations

disqualifications

injuries

inclement weather and conditions

types of local rules:

ground under repair

preferred lies

temporary obstructions

types of in-competition support:

dress standards

course behaviour

player welcome and briefing

use of golf carts

pace of play

rules

course marshalling

types of competition and tournament components:

plans

formats

entry criteria

draws

rules

results

pace of play

scorecards

systems and procedures.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

a golf facility or green

golf equipment

the rules of golf

local rules

information about alternative competition formats and scoring mechanisms.

Assessment must ensure use of:

players, officials and organising body representatives.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF006 Participate in high performance golf tournaments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills, in high performance golf tournaments.

This unit applies to golf professionals in the Australian sport industry.

Those undertaking this unit work under the guidance of a coach.

Specific industry accreditation requirements apply to PGA Professionals and information should be obtained from the Professional Golfers Association (PGA) of Australia.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for high performance golf tournaments.	1.1. Select and use sport psychology techniques to mentally prepare for high performance golf tournaments. 1.2. Analyse own strengths and weaknesses to develop high performance golf tournament strategies. 1.3. Develop high performance golf tournament tactical plans in collaboration with support staff.
2. Participate in high performance golf tournaments.	2.1. Implement high performance golf tournament tactical plans in high performance tournaments. 2.2. Monitor own performance to identify own in-match strengths and weaknesses. 2.3. Monitor environmental conditions to identify changes that can impact play. 2.4. Evaluate and adjust high performance golf tournament tactics and strategies during play in response to performance and environmental conditions. 2.5. Seek and act on feedback and instructions from support staff and officials during play. 2.6. Use conflict resolution techniques to respond to conflict situations related to the conduct and outcome of tournaments.
3. Participate in post-tournament analysis.	3.1. Collect, record, interpret, analyse and summarise statistical and qualitative information related to pre- and in-match tournament performance. 3.2. Evaluate and reflect on pre- and in-match performance to identify areas to improve future performance. 3.3. Participate in post-round recovery strategies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret golf rules and regulations and tournament rules and regulations.
Writing skills to:	document tactical plans and strategies.
Oral communication skills to:	communicate with coaches and clarify tactics communicate with playing partners in competition.
Numeracy skills to:	record results on score card interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play.
Teamwork skills to:	encourage and support team members respect other team member decisions.
Self-management skills to:	apply agreed tactics and make adjustments in competition.
Technology skills to:	use technology for statistical analysis.

Unit Mapping Information

SISSGLF517 Apply advanced skills, tactics and strategies of golf in high performance competition

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF006 Participate in high performance golf tournaments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in high performance golf tournaments that involve meeting the PGA of Australia Playing Standard of 30 academy-approved rounds with an adjusted average of 4.75 for males or 6.75 for females, or less.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in high performance golf tournaments

sport psychology techniques used in high performance tournament preparation

types, characteristics, function and use of golf equipment, facilities and technological aids

self reflection principles

methods for identifying and addressing strengths and weaknesses:

physical strengths and weaknesses

tactical strengths and weaknesses

implementing tactical plans

converting position into score

psychological resilience

scoring

types of tactical plans:

shot plans

hole plans

specific round and tournament plans

plans according to score, field and starting position

plans for delays and inclement weather plans for reduced tournament length

fitness

pre-round nutrition

pre-round psychological strategies

strategies related to the cut

recovery strategies:

nutrition

hydration

psychological strategies

skill recovery

physical recovery

elements of tournament strategies:

practice rounds

travel times

course mapping

pre-round planning

roles and responsibilities of support staff:

individual preparation

identifying strengths and weaknesses

developing strategies to improve strengths and weaknesses

developing and implementing tactics and strategies

performance assessment of course as related to individual strengths and weaknesses

capturing video footage

analysing of statistics

course charts and yardage books

types of statistics:

fairways hit

greens in regulation

putts per hole and round

putts per greens in regulation

up and downs

sand saves

carry distance charts

wedge completions

first 6, middle 6 and last 6 holes

types of technology:

monitoring and tracking software

analytical software.

Assessment Conditions

Skills must be demonstrated in:

a high performance golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

tactical play examples

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities

professional golf tournament in high performance golf competition facilities

R & A Rules of Golf

computer software and technological devices

score cards

PGA Tour Hard Cards

markers and course boundaries

technology for statistical analysis

opposition players competing at a high performance level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF007 Manage on-course golf operations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage on-course golf shop operations according to the organisation's operational plan and client needs.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify operational objectives.	1.1. Access and interpret business and marketing plans to identify on-course golf shop operational objectives. 1.2. Consult with senior management to confirm golf shop operational objectives and own responsibilities in meeting golf shop operational objectives.
2. Prepare marketing strategies.	2.1. Set measurable performance targets for marketing activities. 2.2. Plan and conduct market research to identify client needs. 2.3. Develop, plan and conduct promotional activities to meet performance targets. 2.4. Develop and implement contingency plans according to organisational policies and procedures. 2.5. Negotiate arrangements with suppliers to support promotional activities.
3. Manage golf operations staff.	3.1. Roster staff to meet operational needs. 3.2. Recruit and induct new staff members according to organisational policies and procedures. 3.3. Plan and deliver training to staff about golf shop products and services, performance targets and client needs according to organisational policies and procedures. 3.4. Monitor performance of golf shop staff against organisational standards of conduct, appearance, advice and service. 3.5. Promote training and professional development opportunities to staff.
4. Manage golf shop products and services.	4.1. Select stock according to client base and needs. 4.2. Design golf shop layout and presentation to support market position and promote client flow according to organisation marketing plan. 4.3. Develop and implement layout and visual merchandise checks and implement improvements. 4.4. Define and communicate standards for visual presentations and displays to staff. 4.5. Assess client response to space allocations in consultation with staff. 4.6. Implement custom fitting and club repair services to meet client needs. 4.7. Implement hire service to meet client needs. 4.8. Develop tuition programs and deliver individual and group coaching according to organisational policies and procedures. 4.9. Develop and implement pricing policies according to organisational marketing plans. 4.10. Monitor pricing trends and changes and communicate to staff. 4.11. Monitor and document stock levels according to organisational policies and procedures. 4.12. Repair and replace faulty equipment according to organisational policies and procedures.
5. Manage golf programming and fixtures.	5.1. Monitor golf operations to identify course ideal and maximum rounds played per day and per week. 5.2. Consult with stakeholders on event scheduling. 5.3. Check course renovations and maintenance and assess implications for scheduling events and groups. 5.4. Market and make group bookings according to organisational policies and procedures. 5.5. Coordinate group bookings with food and beverage staff. 5.6. Monitor tee sheet activity and handicapping records.
6. Review operational performance.	6.1. Collect, analyse and document data on golf operations. 6.2. Analyse golf operations data against operational objectives and performance standards to evaluate operational performance. 6.3. Disseminate information on golf operations according to organisational policies and procedures. 6.4. Review and reflect on own performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to players and staff interact with players and staff in a polite and positive manner.
Numeracy skills to:	monitor tee sheet activity and rounds played over fixed periods manage pricing and stock levels collect and analyse data on golf operations and industry trends.

Unit Mapping Information

SISSGLF521 Manage on course golf operations

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF007 Manage on-course golf operations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage on-course golf operations at one golf course over a period of at least one month that involves:

meeting performance targets

managing day-to-day problems

collaboratively planning, coordinating, implementing and evaluating at least one promotional activity and at least one marketing strategy that balances the needs of all client groups

managing and monitoring golf shop staff to ensure that customer service standards are met

managing merchandising

evaluating and reflecting on own work performance to identify three ways in which on-course golf operations can be better managed.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing on-course golf operations

legal requirements applicable to managing on-course golf operations

visual merchandising principles and techniques:

layout and presentation

advertising and promotions

pricing

performance, features and limitations of golf shop products and services:

golf products

individual and group golf bookings

club fitting service

club repair service

golf coaching service

types of hire services:

pull buggy

cart

club

types of operational objectives:

provision of high quality golf services

member and guest satisfaction

maximising revenue and pro shop profitability

developing and implementing quality management systems

effective management of staff and employees

effective management of product and service offerings

effective management of golf programming and fixtures

operational roles and responsibilities of:

boards of management

chief executive officers

general managers

secretary managers

club captains

club committees and sub-committees

head professionals

directors of golf

types of performance targets:

level of memberships

number of rounds per day

number of rounds per month

level of awareness

degree of competition

sales volumes

client spend per round played

types of promotional activities:

pro-am events

sales and marketing events

demonstration days

corporate days

types of contingency plans:

flood

breakage

unavailable and discounted stock

weather conditions

course renovations

types of client bases:

current members

social players

corporate groups

regular visitors

non-regular players

diverse ages

diverse cultural backgrounds

organised social groups

contents of an organisational marketing plan

types of pricing policies:

long-term and short-term

internal and external considerations

marking down

pricing of newly released stock

types of housekeeping:

organisational premises

fittings, fixtures and equipment

golf courses and greens

types of data:

on- and off-course performance targets

level of memberships

number of rounds per day or month

degree of competition

sales volumes

client spend per round played.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

a golf facility or driving range with an on-course golf shop offering golf products and services

information about client demand and market trends

organisational business plan with a marketing plan and objectives.

Assessment must ensure use of:

players and golf shop staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSNTB001 Conduct netball coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in netball.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Netball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for netball sessions with foundation level participants.	1.1. Confirm assigned netball session duties with supervisor. 1.2. Interpret netball session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report netball session set-up problems to supervisor.
2. Conduct netball sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of netball session activity instructions and safe participation requirements. 2.2. Communicate and model netball participation behaviour standards. 2.3. Present, sequence and pace netball session activities to meet netball session plans. 2.4. Instruct and demonstrate safe netball techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete netball sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in netball sessions to identify wear and tear and report to supervisor. 3.4. Pack up netball equipment, resources and refreshments according to organisational policies and procedures.
4. Review netball sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for netball session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSNTB001 Conduct netball coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three netball coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting netball coaching sessions with foundation level participants

netball tactical and technical fundamentals for foundation level participants:

two-hand catch

throwing:

shoulder pass

chest pass

bounce pass

movement skills:

take-off

sprint

one and two-foot landing

jump

leap

outside pivot

attacking skills:

straight lead

single dodge

change of direction

defending skills:

one-on-one

interception

hands over the ball

recovery to 0.9 metres

goal shooting

toss-ups

patterns of play

organisational layout of netball activities

netball equipment and resources:

netballs

uniforms

footwear

positional bibs

stop watches

whistles

cones

goal posts

safe set-up and lay-out

safe condition

safe use

safe pack-up

netball rules, regulations and policies applicable to coaching foundation level participants

netball safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

netball session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in netball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Netball Australia rules, regulations and policies applicable to coaching foundation level participants

netball facilities, equipment and resources:

marked-up netball court

netballs

uniforms

footwear

positional bibs

whistles

stop watches

cones

goal posts

organisational safety, emergency response and first aid procedures for netball.

Assessment must ensure use of:

netball session plan

a supervisor and netball foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSNTB002 Participate in netball at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical netball skills at an intermediate level through participation in netball.

This unit applies to athletes in the Australian sport industry competing in netball at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Netball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level netball activities.	1.1. Interpret and apply netball rules, regulations and policies to netball participation. 1.2. Participate in netball training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level netball skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using netball communication systems and terminology.
2. Prepare to compete in netball at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical netball skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical netball skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for netball competitions.
3. Implement netball game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret netball game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level netball performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level netball performance. 4.2. Analyse netball competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level netball performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level netball training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSNTB002 Participate in netball at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in netball at an intermediate level that involves:

complying with netball rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in netball at an intermediate level

tactical and technical fundamentals of netball for intermediate level athletes:

tactical:

unit work between Goal Shooter and Goal Attack, Wing Attack and Centre, Centre and Wing Defence, and Goal Defence and Goal Keeper

centre passes in both attack and defence

throw-ins

penalty passes and shots

free passes

plays to maximise weaknesses in opposition team plays

plays to counter strengths in opposition team plays

countering tactics to diminish or negate opposition athlete strengths including double defending

technical:

game sense and decision making at an intermediate level

one and two-hand catch

throwing

footwork and movement skills

attacking skills

roll and half-roll

one-on-one defending

goal shooting methods in stationary and dynamic environments

goal circle movements including rotation

rebounding

game strategy:

roles of individual athletes in the game strategy

patterns of play in attack and defence

attacking systems of play

defending systems of play

set team plays including use of space and concepts of width and depth

situational plays specific to stages of match

positions and match-ups

identifying strengths and weaknesses of opposition game strategies and tactics and use of counter tactics

netball biomechanical principles

types, characteristics, function and safe use of netball equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level netball athletes:

physical

tactical

training activities for intermediate level netball athletes:

intermediate drills

breaking down and sequencing skills

warm-ups and cool-downs

competitions and pathways for intermediate level netball athletes

types and contents of game plans for intermediate level netball athletes

types and methods of analysing competition statistics for intermediate level netball athletes:

shooting

penalties

errors and turnovers

interceptions

number of goals scored from own centre passes

number of goals scored from turnovers and interceptions

rebounds

types and potential impacts of environmental conditions

intermediate level netball rules, regulations and policies

methods for self reflection

netball communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a netball environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

netball rules, regulations and policies

organisational policies and procedures applicable to participating in netball at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

netball equipment and facilities:

netballs

goal posts

uniforms

positional bibs

netball opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR001 Participate in sport at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform sport-specific tactical and technical skills at an intermediate level through participation in a specific sport. Activities may include conditioning, drills, discussions, games, competitions and other activities relevant to the specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level sport activities.	1.1. Interpret and apply sport-specific rules, regulations and policies to sport-specific participation. 1.2. Participate in sport-specific training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level sport-specific skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using sport-specific terminology.
2. Prepare to compete at an intermediate level.	2.1. Consult with coach to identify intermediate sport-specific tactical and technical skills to be developed. 2.2. Participate in training activities to develop identified intermediate level sport-specific tactical and technical skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for sport-specific competitions.
3. Implement game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret sport-specific game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review intermediate level performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level sport-specific performance. 4.2. Analyse sport-specific competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level sport-specific performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level sport-specific training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR001 Participate in sport at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate at an intermediate level in at least one sport that involves:

complying with sport-specific rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in sport at an intermediate level

tactical and technical fundamentals of the specific sport for intermediate level athletes

sport-specific biomechanical principles

types, characteristics, function and safe use of sport-specific equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level sport-specific athletes

training activities for intermediate level sport-specific athletes

competitions and pathways for intermediate level sport-specific athletes

types and contents of game plans for intermediate level sport-specific athletes

types and methods of analysing competition statistics for intermediate level sport-specific athletes

types and potential impacts of environmental conditions

intermediate level sport-specific rules, regulations and policies

methods for self reflection

sport-specific terminology.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

organisational policies and procedures applicable to participating in sport at an intermediate level

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific equipment and facilities

sport-specific opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR002 Participate in sport at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform sport-specific tactical and technical skills at an advanced level through participation in a specific sport. Activities may include conditioning, drills, discussions, games, competitions and other activities relevant to the specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level sport activities.	1.1. Interpret and apply sport-specific rules, regulations and policies to sport-specific participation. 1.2. Participate in sport-specific training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level sport-specific skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using sport-specific terminology.
2. Prepare to compete at an advanced level.	2.1. Consult with coach to identify advanced sport-specific tactical and technical skills to be developed. 2.2. Participate in training activities to develop identified advanced level sport-specific tactical and technical skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for sport-specific competitions.
3. Implement game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret sport-specific game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review advanced level performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level sport-specific performance. 4.2. Analyse sport-specific competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level sport-specific performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level sport-specific training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR002 Participate in sport at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate at an advanced level in at least one sport that involves:

complying with sport-specific rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in sport at an advanced level

tactical and technical fundamentals of the specific sport for advanced level athletes

sport-specific biomechanical principles

types, characteristics, function and use of sport-specific equipment, facilities and technological aids

types of strengths and weaknesses of advanced level sport-specific athletes

training activities for advanced level sport-specific athletes

competitions and pathways for advanced level sport-specific athletes

types and contents of game plans for advanced level sport-specific athletes

types and methods of analysing competition statistics for advanced level sport-specific athletes

types and potential impacts of environmental conditions

advanced level sport-specific rules, regulations and policies

methods for self reflection

sport-specific terminology.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

organisational policies and procedures applicable to participating in sport at an advanced level

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific equipment and facilities

sport-specific opposition competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR003 Follow specialist dietary advice

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required by individuals to seek and follow specialist dietary advice and select and prepare their own meals and snacks in a domestic kitchen.

This unit of competency applies to individuals working in a diverse range of industries where the individuals require specialist dietary advice to perform their work. This includes athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of an Accredited Practising Dietician.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek and follow specialist dietary advice.	1.1. Discuss individual goals, expectations, preferences, physical activity and eating patterns with dieticians. 1.2. Consult with dieticians to obtain specialist advice on healthy eating patterns required to meet individual goals. 1.3. Consult with dieticians to obtain specialist advice on nutritional strategies and recipes to meet individual goals. 1.4. Read and interpret dietary advice provided by dieticians. 1.5. Follow specialist advice provided by dieticians in day to day activities.
2. Prepare food.	2.1. Prepare, handle and store food products to meet food safe conditions. 2.2. Select and measure ingredient quantities to meet recipe specifications. 2.3. Use food preparation methods, equipment and tools to prepare meals and snacks. 2.4. Clean food preparation areas, equipment and tools to meet food safe conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record eating patterns.
Oral communication skills to:	ask open and closed questions and actively listen to seek advice and confirm understanding of specialist dietary advice.
Numeracy skills to:	identify and interpret food labels, ingredient quantities in recipes, dates on ingredient labels and temperature and timer settings when cooking use domestic kitchen measuring equipment to estimate and measure ingredient weights and volumes perform calculations to modify recipes.
Problem-solving skills to:	make healthy eating decisions when eating out.
Planning and organising skills to:	plan meals and snacks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR003 Follow specialist dietary advice

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

follow specialist dietary advice that involves:

seeking and following specialist dietary advice from one Accredited Practising Dietician

preparing own meals and snacks to meet specialist dietary advice over a period of three days.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to following specialist dietary advice

food safe conditions applicable to food handling, preparation and storage in a domestic kitchen

role and functions of dieticians

limitations to the role of non dieticians in relation to providing dietary advice

Australian Dietary Guidelines, food groups and the basic nutritional benefits of foods

types and safe use of domestic food preparation equipment and tools

techniques for measuring ingredient quantities including:

by weight

by volume

by count

by estimation

basic food preparation methods

basic nutrition and domestic cooking terminology.

Assessment Conditions

Skills must be demonstrated in:

a work environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

a domestic kitchen equipped with domestic food preparation equipment and tools

an Accredited Practising Dietician.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR004 Book athlete travel and accommodation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required for an athlete to make their own travel and accommodation bookings.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan travel and accommodation for sport events.	1.1. Interpret sport event information to determine travel and accommodation requirements. 1.2. Research travel and accommodation information to identify travel and accommodation options. 1.3. Select travel and accommodation option to meet travel and accommodation requirements.
2. Make travel and accommodation bookings for sport events.	2.1. Book travel and accommodation according to organisational policies and procedures. 2.2. Confirm receipt of travel and accommodation booking confirmation. 2.3. Prepare travel and accommodation itinerary and distribute according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete travel and accommodation booking forms.
Numeracy skills to:	interpret and use times, dates and prices in event, travel and accommodation information.
Problem-solving skills to:	compare travel and accommodation options.
Planning and organising skills to:	plan and organise travel logistics.

Unit Mapping Information

SISSCOP203A Develop a travel and accommodation plan

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR004 Book athlete travel and accommodation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

book travel and accommodation for three sport events that involves:

at least one event that requires travel by aeroplane.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to booking athlete travel and accommodation

purpose of athlete travel:

competitions

conferences

presentations

media events

interviews

types of travel and accommodation booking and confirmation systems

travel options:

mode of travel

length of journey

price

baggage

accommodation options:

type of accommodation

length of stay

meeting room provision

accessibility

dietary needs

standard of accommodation

price.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to booking travel and accommodation

computer with access to the internet.

Assessment must ensure use of:

information about three sport events requiring athlete travel.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR005 Develop athlete personal brand

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to build an athlete’s personal brand. It includes managing the personal brand, using social media, cyber security and leveraging the personal brand.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish athlete personal brand.	1.1. Research personal brands in sport to maintain knowledge of successful personal branding objectives and strategies. 1.2. Interpret athlete contracts to identify personal branding obligations and restrictions. 1.3. Reflect on personal and professional goals to define personal brand.
2. Develop athlete personal branding strategies.	2.1. Interpret sport-specific industry information to identify and define personal brand target audiences. 2.2. Identify opportunities to maximise personal brand exposure through media activity. 2.3. Develop personal branding strategies to promote personal brand to target audiences.
3. Promote athlete personal brand.	3.1. Implement personal branding strategies to promote personal brand to target audience. 3.2. Participate in media interviews according to organisational policies and procedures. 3.3. Develop and implement social media action plans according to organisational policies and procedures. 3.4. Monitor implementation of personal branding strategies to identify areas for improvement. 3.5. Adjust personal branding strategies to maximise personal brand outcomes. 3.6. Identify personal brand risks and take action to minimise personal brand damage. 3.7. Identify and act on opportunities to leverage personal brand for professional and personal gain.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	prepare social media content.
Oral communications skills to:	convey personal brand information develop rapport with interviewers and supporters.
Numeracy skills to:	interpret social media tracking metrics.
Problem-solving skills to:	recognise and respond to personal brand risks.
Initiative and enterprise skills to:	recognise and respond to opportunities to build personal brand.
Self-management skills to:	meet role model expectations.
Technology skills to:	use social media.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR005 Develop athlete personal brand

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

build an athlete personal brand in a specific sport that involves:

promoting the personal brand by participating in one traditional media interview

promoting the personal brand by interacting on one social media platform over a period of one week

identifying three opportunities to leverage the personal brand.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures relevant to building an athlete’s personal brand:

protocols for dealing with the media

protocols for interacting with social media

contractual requirements

privacy and confidentiality

legal and ethical considerations related to social media:

cyber security

spamming

copyright

creative commons

responsible use

techniques for interacting with the media:

traditional media:

interview techniques

dealing with difficult questions

social media:

posting updates

responding to comments

providing fresh content

types of personal branding goals and associated brand building strategies:

raise profile of athlete

raise profile of specific sport

raise profile of sponsors

rebuild tarnished personal brand

characteristics of target audiences:

demographics

traditional and social media use

preferred media platforms

sport-specific engagement behaviours.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

sport-specific industry information

computer with internet access

sport-specific contract for an athlete

organisational policies and procedures related to personal branding.

Assessment must ensure use of:

social media platforms and tools

sample athlete contract

media personnel and online athlete supporters.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR006 Prepare and present athlete sponsorship proposals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop sponsorship proposals for athletes. It focuses on preparing and presenting sponsorship proposals to potential sponsors.

This unit applies to athletes, sport developers and sport administrators in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research potential sponsors.	1.1. Set sponsorship objectives to complement sport-specific needs of athletes. 1.2. Research and interpret industry information to identify potential sponsors aligned to sponsorship objectives. 1.3. Research and analyse sponsorship criteria to assess athlete eligibility. 1.4. Use written and verbal communication to approach potential sponsors and establish and build rapport.
2. Develop sponsorship proposals.	2.1. Research potential sponsors to identify sponsor requirements and sponsorship history. 2.2. Plan, develop and document sponsorship proposal content to meet sponsorship objectives and meet sponsor requirements. 2.3. Identify and consult with sources of support in the development and documentation of sponsorship proposals. 2.4. Submit sponsorship proposals according to sponsor requirements.
3. Present sponsorship proposals to potential sponsors.	3.1. Organise and confirm meeting arrangements with potential sponsors. 3.2. Prepare sponsorship proposal presentations for sponsor meetings. 3.3. Present sponsorship proposal presentations to potential sponsors. 3.4. Seek and respond to feedback arising from sponsorship proposal presentations.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	approach and respond to sponsors in writing document sponsorship proposals in the required detail and format.
Oral communication skills to:	ask open and closed questions and actively listen.
Numeracy skills to:	interpret dates, times and monetary amounts in sponsorship information estimating and calculating sponsorship value.
Initiative and enterprise skills to:	identify and act on sponsorship opportunities.
Planning and organising skills to:	develop sponsorship proposals within specific timelines organise time and resources to develop sponsorship proposals and present to potential sponsors.
Technology skills to:	use the internet to source sponsorship information.

Unit Mapping Information

SISSCOP306A Prepare a sponsorship proposal

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR006 Prepare and present athlete sponsorship proposals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare and present one sponsorship proposal for an athlete in a specific sport.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to preparing and presenting sponsorship proposals

types of sponsorship in sport

types of sponsorship objectives

benefits of sponsorship:

sponsor:

sales increase

customer loyalty

brand awareness

new market development

new product launch

image change

community relations

athlete:

financial stability

access to resources and facilities

profile

contacts

media exposure

public awareness

types of sponsorship criteria:

potential to target market audiences

relevance to customer base and sales

duration of sponsorship

types of contractual obligations:

media commitments

appearances

charity work

sources of supports

sponsorship proposal requirements:

sport-specific background information:

history of the sport

demographics of the sport

prospective audience for the sport

membership of the sport

current programs in the sport

future goals for the sport

annual reports

format of proposal

presentation of proposal

dates for submission of proposals

timeframe and methodology

performance indicators:

financial

attendance

publicity gained

testimonials

rights and responsibilities of sponsorship parties:

naming rights

merchandising and branding

personal appearances

media exposure

termination of sponsorship

legal responsibilities

athlete behaviour

shareholder interest

conflict of interest

contractual obligations

financial reporting

submission requirements

tax implications of sponsorship.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

sponsorship proposal template

sponsorship presentation template

organisation policies and procedures applicable to preparing and presenting sponsorship proposals

computer with access to the internet.

Assessment must ensure use of:

sources of support and a potential sponsor.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR007 Work as an athlete

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of an athlete.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret industry information to maintain knowledge of international and Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Model Australian sport industry professional and personal expectations of an athlete on and off the field.
2. Contribute to a productive workplace environment.	2.1. Carry out work tasks according to organisational policies and procedures. 2.2. Request, acknowledge and act on feedback provided by others within scope of job role. 2.3. Identify and resolve workplace problems within scope of job role according to organisational policies and procedures. 2.4. Escalate workplace problems outside scope of job role according to organisational policies and procedures.
3. Communicate with others.	3.1. Communicate with others in a polite and positive manner. 3.2. Select and use communication style to suit audience, situation and communication medium. 3.3. Use active listening and questioning techniques to clarify and confirm understanding. 3.4. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences. 3.5. Identify communication problems and use strategies to minimise impact on working relationships.
4. Work with coaches and support staff.	4.1. Reflect on professional and personal performance goals to identify own coaching and support needs. 4.2. Source, evaluate and select coaching and support staff to meet own coaching and support needs. 4.3. Develop and maintain working relationships with coaches and support staff. 4.4. Seek assistance from and aid coaches and support staff to promote cooperation and fulfil work requirements. 4.5. Monitor impact of coaching and support staff on professional and personal performance outcomes to identify areas for improvement. 4.6. Implement coaching and support staff improvements to maximise professional and personal performance outcomes.
5. Meet contractual obligations.	5.1. Interpret contracts to identify athlete contractual responsibilities. 5.2. Carry out work tasks to meet athlete contractual responsibilities. 5.3. Monitor performance against contractual responsibilities to minimise risk of contractual breaches.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	interpret contractual information including monetary amounts and dates.
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.
Self-management skills to:	meet role model expectations.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR007 Work as an athlete

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as an athlete in a specific sport over at least 5 days that involves:

meeting legal and ethical responsibilities

meeting contractual obligations

selecting and working with one coach and one support staff member

seeking and responding to feedback from:

a coach

a support staff member

an official.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to working as an athlete

Australian sport industry expectations of an athlete on and off the field:

professional performance

personal performance

role model expectations

legal and ethical requirements of athletes:

anti-doping

contractual requirements

discrimination

duty of care

match fixing

sporting tribunal decisions

workplace health and safety

sources of information applicable to own job role responsibilities:

National Sport Organisation (NSO)

code of conduct

job description

organisational policies and procedures

roles of others and methods of working positively in a sport environment:

administrators

officials

coaches and assistant coaches

spectators

support staff

strategies for developing good working relationships with coaches and support staff

types, distinctive features and methods of communication:

verbal

non verbal

written

methods of adjusting communication to meet individual differences

types of feedback:

formal

informal

methods of obtaining and reflecting on feedback from:

coaches

support staff

officials

methods of dealing with communication problems

types of contractual obligations:

athlete behaviour

media activities

commercial activities

education activities

community activities.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures related to working as an athlete

sources of sport-specific industry information.

Assessment must ensure use of:

a sport-specific contract or sample contract for an athlete

sport-specific coaches and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR008 Maintain personal wellbeing as an athlete

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge an athlete requires to maintain their own wellbeing. It focusses on an athlete’s self reliance in relation to resilience, recovery, travel, sleep, diet and mental health.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan personal wellbeing strategies.	1.1. Source and interpret information to identify best practice for maintaining athlete wellbeing. 1.2. Reflect on personal wellbeing and personal wellbeing behaviours to identify personal wellbeing maintenance needs. 1.3. Plan personal wellbeing strategies to develop personal wellbeing behaviours and address personal wellbeing maintenance needs. 1.4. Access resources, supports and professional advice to support the implementation of personal wellbeing strategies.
2. Implement personal wellbeing strategies.	2.1. Use personal wellbeing strategies to develop personal wellbeing behaviours. 2.2. Practice personal wellbeing behaviours to maintain personal wellbeing. 2.3. Recognise and minimise risks to personal wellbeing associated with the work of an athlete. 2.4. Identify and respond to the need for personal wellbeing support and professional advice.
3. Evaluate personal wellbeing strategies.	3.1. Monitor effectiveness of personal wellbeing strategies to identify areas for improvement. 3.2. Adjust personal wellbeing strategies to maximise personal wellbeing.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use active listening and questioning to give and receive information and confirm understanding.
Problem-solving skills to:	make healthy choices.
Teamwork skills to:	work with coaches and support staff.
Self-management skills to:	take responsibility for maintaining own wellbeing.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR008 Maintain personal wellbeing as an athlete

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

maintain personal wellbeing as an athlete that involves:

planning, implementing and evaluating two wellbeing strategies for enhancing physical wellbeing

planning, implementing and evaluating two wellbeing strategies for enhanced mental health wellbeing.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to maintaining personal wellbeing as an athlete

requirements for athlete personal wellbeing:

healthy eating

hydration

training and recovery

safety and security

sleep

hygiene

resilience

healthy relationships

self-reliance

lifestyle

mental health risks and protective factors

types of athlete wellbeing strategies:

resilience

recovery

diet locally and when travelling overseas

sleep

sources of wellbeing resources, supports and professional advice

roles and responsibilities of coaches, support staff and health professionals applicable to supporting athletes to maintain personal wellbeing.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to maintaining personal wellbeing as an athlete

sources of information about athlete wellbeing.

Assessment must ensure use of:

coaches and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR009 Participate in conditioning for sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to participate in strength and conditioning to physically prepare for competition in a specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific strength and conditioning.	1.1. Discuss own sport-specific performance and fitness requirements with strength and conditioning specialists. 1.2. Seek sport-specific training and technique advice from strength and conditioning specialists.
2. Participate in training for sport-specific strength and conditioning.	2.1. Participate in sport-specific training sessions according to strength and conditioning specialist advice. 2.2. Select, set up and use training equipment according to organisational policies and procedures and strength and conditioning specialist advice. 2.3. Recognise symptoms of over training and report to strength and conditioning specialists. 2.4. Seek strength and conditioning specialist advice for training recovery.
3. Review sport-specific strength and conditioning outcomes.	3.1. Review own strength and conditioning participation to identify areas for improving participation. 3.2. Monitor own sport-specific performance to evaluate strength and conditioning outcomes. 3.3. Seek advice from strength and conditioning specialists to modify strength and conditioning techniques and improve strength and conditioning outcomes.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret strength and conditioning training and techniques information.
Oral communication skills to:	use active listening and questioning to give and receive information and confirm understanding.
Numeracy skills to:	interpret, discuss and use fitness, strength and conditioning measurement information complete training records.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR009 Participate in conditioning for sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in conditioning for a specific sport that involves:

consulting with a strength and conditioning specialist

participating in at least three training sessions, consistent with the strength and conditioning specialist’s advice, where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in conditioning for sport

basic functions of the three energy systems applicable to the specific sport

main muscle groups required for participation in the specific sport

types of fitness tests applicable to participation in the specific sport

types of strength and conditioning regimes:

frequency and quantity of sessions

time allocation

type of conditioning required

venue and equipment

specialist availability

dietary and energy requirements

major fitness components of physical ability for the specific sport:

speed

agility

endurance

strength

power

stability

flexibility

types of basic strength and conditioning techniques applicable to the specific sport:

resistance training

core stability

stretching

aerobic and anaerobic conditioning

types and safe use of strength and conditioning equipment

types of strength and conditioning specialists:

physiotherapist

sport-specific coach

sports trainer

strength and conditioning coach

fitness instructor

signs and symptoms of overtraining:

tired and sore muscles

feeling unwell

fatigue

disturbed sleep patterns

stress

increase in injuries

poor performance

types of recovery methods.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to participating in conditioning for sport

first aid

drinking water.

Assessment must ensure use of:

strength and conditioning facilities and equipment

strength and conditioning specialists.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSRGL001 Conduct rugby league coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in rugby league.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rugby league

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for rugby league sessions with foundation level participants.	1.1. Confirm assigned rugby league session duties with supervisor. 1.2. Interpret rugby league session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report rugby league session set-up problems to supervisor.
2. Conduct rugby league sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of rugby league session activity instructions and safe participation requirements. 2.2. Communicate and model rugby league participation behaviour standards. 2.3. Present, sequence and pace rugby league session activities to meet rugby league session plans. 2.4. Instruct and demonstrate safe rugby league techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete rugby league sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in rugby league sessions to identify wear and tear and report to supervisor. 3.4. Pack up rugby league equipment, resources and refreshments according to organisational policies and procedures.
4. Review rugby league sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for rugby league session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSRGL001 Conduct rugby league coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three rugby league coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting rugby league coaching sessions with foundation level participants

rugby league tactical and technical fundamentals for foundation level participants:

running with and without a ball

footwork

ball handling

kicking

scrummaging

attack skills

defence skills

tackling skills

organisational layout of rugby league activities

rugby league equipment and resources:

rugby league fields

rugby league balls

uniforms

footwear

personal protective equipment

stop watches

whistles

cones

safe set-up and lay-out

safe condition

safe use

safe pack-up

rugby league rules, regulations and policies applicable to coaching foundation level participants

rugby league safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

rugby league session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in rugby league. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian Rugby League rules, regulations and policies applicable to coaching foundation level participants

rugby league facilities, equipment and resources:

Australian Rugby League approved balls

uniforms

footwear

personal protective equipment

ankle braces and thigh protectors

tackle bags

stop watches

whistles

cones

organisational safety, emergency response and first aid procedures for rugby league.

Assessment must ensure use of:

rugby league session plan

a supervisor and rugby league foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSRGL002 Participate in rugby league at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical rugby league skills at an intermediate level through participation in rugby league.

This unit applies to athletes in the Australian sport industry competing in rugby league at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rugby league

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level rugby league activities.	1.1. Interpret and apply rugby league rules, regulations and policies to rugby league participation. 1.2. Participate in rugby league training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level rugby league skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using rugby league communication systems and terminology.
2. Prepare to compete in rugby league at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical rugby league skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical rugby league skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for rugby league competitions.
3. Implement rugby league game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret rugby league game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level rugby league performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level rugby league performance. 4.2. Analyse rugby league competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level rugby league performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level rugby league training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSRGL002 Participate in rugby league at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in rugby league at an intermediate level that involves:

complying with rugby league rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in rugby league at an intermediate level

tactical and technical fundamentals of rugby league for intermediate level athletes:

tactical:

attack and defence

impulse plays

use of structured plays

moving the ball wide

tackling types and styles

scrummaging tactics and set plays from a scrum

positional play in line of attack

positional play in defensive line

field positioning to generate a try

field positioning to generate a field goal

use of angles

use of fast or slow paced play-the-balls

plays to maximise weaknesses in opposition team plays

plays to counter strengths in frequently used opposition team plays

counter tactics to diminish or negate opposition player strengths

technical:

game sense and decision making at an intermediate level

body protection

running

ball handling

ruck plays

kicking

scrummaging

attack skills

tackling

game strategy:

roles of individual athletes in the game strategy

patterns of play in attack and defence including up and in, and slide

attacking systems of play

defending systems of play

set team plays including orthodox and unorthodox

varying use of space including concepts of width and depth

situational plays

positions and match-ups

situational kicking in games

percentage football

identifying strengths and weaknesses of opposition game strategies and tactics and development of counter-tactics

rugby league biomechanical principles

types, characteristics, function and safe use of rugby league equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level rugby league athletes:

physical

tactical

training activities for intermediate level rugby league athletes:

intermediate drills

warm-ups and cool-downs

breaking down and sequencing of skills

coordinated positional play

competitions and pathways for intermediate level rugby league athletes

types and contents of game plans for intermediate level rugby league athletes

types and methods of analysing competition statistics for intermediate level rugby league athletes:

playing statistics for own team and opposition

penalties

errors and turnovers

completion rates

tries scored and manner in which tries are scored

tackle counts

types and potential impacts of environmental conditions

intermediate level rugby league rules, regulations and policies

methods for self reflection

rugby league communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a rugby league environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

rugby league rules, regulations and policies

organisational policies and procedures applicable to participating in rugby league at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

rugby league equipment and facilities:

balls

uniforms

footwear

personal protective equipment

rugby league opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO001 Conduct sport coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in a specific sport.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific sessions with foundation level participants.	1.1. Confirm assigned sport-specific session duties with supervisor. 1.2. Interpret sport-specific session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report sport-specific session set-up problems to supervisor.
2. Conduct sport-specific sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of sport-specific session activity instructions and safe participation requirements. 2.2. Communicate and model sport-specific participation behaviour standards. 2.3. Present, sequence and pace sport-specific session activities to meet sport-specific session plans. 2.4. Instruct and demonstrate safe sport-specific techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete sport-specific sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in sport-specific sessions to identify wear and tear and report to supervisor. 3.4. Pack up sport-specific equipment, resources and refreshments according to organisational policies and procedures.
4. Review sport-specific sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communication skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO001 Conduct sport coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three sport-specific sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting sport coaching sessions with foundation level participants

tactical and technical fundamentals of a specific sport for foundation level participants

organisational layout of sport-specific activities

sport-specific equipment and resources:

safe set-up and lay-out

safe condition

safe use

safe pack-up

sport-specific safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

sport-specific session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

a sport-specific session plan

a supervisor and foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO002 Work in a community coaching role

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of a community coach. It includes meeting legal, ethical and job responsibilities and working with others.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret sport and sport-specific industry information to maintain knowledge of Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret sport and sport-specific industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Reflect on own coaching practice to confirm legal and ethical job role responsibilities are met.
2. Contribute to a productive workplace environment.	2.1. Apply sport-specific industry code of conduct to own coaching practice. 2.2. Model behaviours expected of a coach in a community sport environment. 2.3. Carry out work tasks according to organisational policies and procedures. 2.4. Request, acknowledge and act on feedback provided by others within scope of job role. 2.5. Identify and resolve workplace problems within scope of job role. 2.6. Escalate workplace problems outside scope of job role according to organisational policies and procedures.
3. Communicate with others.	3.1. Communicate with others in a professional and positive manner. 3.2. Select and use communication style to suit audience, situation and communication medium. 3.3. Use active listening and questioning techniques to clarify and confirm understanding. 3.4. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences.
4. Support working relationships.	4.1. Develop and maintain working relationships with others relevant to own job role. 4.2. Seek assistance from and aid others to promote cooperation and fulfil work requirements. 4.3. Use strategies to minimise impact of conflict on working relationships.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.
Technology skills to:	access the internet to source sport industry information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO002 Work in a community coaching role

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work in a community coaching role in a specific sport over 10 hours that involves:

complying with the code of conduct

meeting legal and ethical responsibilities

following organisational policies and procedures

seeking and responding to feedback

maintaining positive relationships with two of the following:

head coach

another coach

assistant coach

an official

a parent or carer of a participant

a committee member

a sport administrator

a school staff member.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sport-specific governance structure and key contacts

organisational policies and procedures related to working in a community coaching role

legal and ethical responsibilities of a community coach:

member protection

child protection

work health and safety

negligence and duty of care requirements

insurance

privacy and confidentiality

National Sporting Organisation policies applicable to community coaching:

safe guarding children

integrity

social media

code of conduct

anti-doping

member protection

role and responsibilities of a community coach:

training

competition

limitations to the coach role:

in injury management if not trained in first aid

in providing sport science advice if not qualified

characteristics of a good coach:

interpersonal skills

communication skills

sport-specific knowledge and skills

maintaining good working relationships

types of behaviours expected in a sport environment:

being prepared

promoting cooperation and good relationships

using acceptable language

dressing in a professional manner

arriving on time

using self reflection to identify areas for improvement

methods of communication:

verbal:

use of language and tone

constructive feedback

active listening

questioning

asking for advice

use of interpreters for languages other than English and for the hearing impaired

non verbal:

body language

personal presentation

gestures and mannerisms

voice tone and volume

use of space

written

methods for responding to challenges in a sport environment:

communication breakdown

selection disputes

abuse of officials

team conflict

complaints

members' protection breaches.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport industry information

computer connected to the internet

organisational policies and procedures related to community coaching including a code of conduct

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

sport organisation personnel and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO003 Meet participant coaching needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to adapt coaching practices in a specific sport to meet individual participant needs from a diverse range of population groups including but not limited to:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with an intellectual disability

culturally and linguistically diverse groups.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual participant coaching needs.	1.1. Use questioning to identify and confirm individual participant needs, expectations and preferences. 1.2. Apply principles of classification to determine disability class for participants with a disability. 1.3. Assess participant functional ability and developmental readiness to acquire and perform sport-specific skills. 1.4. Review individual participant needs to identify potential inclusion barriers and coaching risks.
2. Conduct coaching to meet individual participant needs.	2.1. Customise session plans to address potential inclusion barriers and mitigate coaching risks. 2.2. Select and adapt equipment, coaching practice and communication styles to meet participant needs. 2.3. Maintain professional boundaries with participants according to organisational policies and procedures. 2.4. Monitor participation engagement, performance and safety risks and adjust coaching practices to maximise inclusion and training outcomes.
3. Evaluate inclusive coaching practices.	3.1. Monitor sessions to identify opportunities for increasing inclusion and improving training outcomes. 3.2. Seek feedback from others to identify areas to improve own coaching practice. 3.3. Reflect on own coaching practice to identify areas for improvement. 3.4. Recognise own limitations in supporting inclusion and seek advice to address.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret participant information to identify individual participant needs interpret organisational policies and procedures relevant to inclusion.
Writing skills to:	document modifications to session plans in required detail and format.
Oral communications skills to:	use appropriate language to engage participant population groups ask open and closed questions and actively listen to determine and meet individual participant needs interact respectfully with diverse population groups.
Learning skills to:	reflect on personal coaching approaches with diverse population groups as part of the review process.
Problem-solving skills to:	respond to individual needs of participants from diverse population groups.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO003 Meet participant coaching needs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

plan, conduct and evaluate three sport-specific coaching sessions on three occasions for a duration of at least 30 minutes each that involves:

customising the session plans to meet the individual needs of participants from two of the following population groups:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with a intellectual disability

culturally and linguistically diverse groups

applying inclusive and non discriminatory coaching practices.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to meeting individual participant needs

key areas of diversity, their characteristics and ways to accommodate in coaching practices:

culture, race and ethnicity

disability

religious and spiritual beliefs

gender

generational differences

sexual orientation and identity

principles of inclusion in sport:

inclusive learning and participation

how to be inclusive as a coach

barriers to inclusion

benefits versus risk of participation

types and characteristics of specific population groups:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with an intellectual disability

culturally and linguistically diverse groups

factors that affect participant ability to acquire skills:

participation and competitive motivations

medical needs

levels of support and care

physical

previous experience

level of literacy skills

level of numeracy skills

cognitive factors

religious beliefs

communication strategies

cultural values

social characteristics

level of ability

impact of disability

aging processes

range of movement

safety factors

recovery techniques

functional ability

coaching practice adaptations:

coaching methods

equipment adaptations

duration of activity

type of activity

development and maturation:

stages of growth and development

long term growth considerations versus early specialisation

impact of puberty:

physical

social

differences between males and females

overtraining and overuse in young participants

classification systems to enable equitable competition among participants with similar functional ability and medical conditions

competition options, rules and requirements for participants from specific population groups

needs of female participants

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational policies and procedures related to meeting participant needs

organisational safety, emergency response and first aid procedures

National Sporting Organisation policies applicable to inclusion.

Assessment must ensure use of:

a sport-specific session plan

specific population group participants specified in the Performance Evidence.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO004 Plan, conduct and review coaching programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to deliver coaching programs in a specific sport. This can include seasonal programs depending on the specific sport.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisation.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific programs.	1.1. Gather and review sport-specific participant information to assess participant developmental readiness. 1.2. Set sport-specific program objectives to meet participant developmental readiness. 1.3. Determine program content to address sport-specific program objectives. 1.4. Select coaching practices to meet sport-specific program objectives. 1.5. Develop and document sport-specific program plans.
2. Conduct sport-specific programs.	2.1. Communicate and confirm participant understanding of sport-specific program instructions and safe participation requirements. 2.2. Present, sequence and pace sport-specific program activities according to sport-specific program plans. 2.3. Select and use communication styles to achieve sport-specific program objectives. 2.4. Observe participant practice to assess participant ability to perform activities. 2.5. Modify sport-specific program activities as required to meet participant needs and environmental conditions. 2.6. Monitor sport-specific programs to identify and address risks to participant safety. 2.7. Analyse participant performance and provide feedback to participants to improve performance. 2.8. Conduct end of sport-specific program review to evaluate sport-specific program plan and inform future sport-specific program planning processes.
3. Promote good behaviour.	3.1. Communicate and model sport-specific participation behaviour standards. 3.2. Monitor participation to identify poor behaviour. 3.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
4. Reflect on coaching practice.	4.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice. 4.2. Reflect on own sport-specific coaching practice to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future sport-specific programs. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific program plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants ask open and closed questions and actively listen to determine and meet participant needs interact with participants in a polite and positive manner give sport-specific instructions to participants.
Numeracy skills to:	estimate time and space requirements for sport-specific program activities.

Unit Mapping Information

SISSSCO303 Plan and deliver coaching programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO004 Plan, conduct and review coaching programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review one sport-specific program plan that includes at least eight sport-specific sessions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational procedures applicable to planning, conducting and reviewing programs in a specific sport

program planning considerations:

matching program to suit participant developmental readiness

program objectives

progression and regression activities and modified games

activities inclusive of all participants

contingency plans to accommodate environmental conditions

designing activities that require participants to think and make meaningful decisions about sport-specific situations

sequencing and linking program sessions and activities to develop and progress skills

methods for making programs engaging

group organisation

sport-specific equipment and resource constraints and options:

group organisation

safe set-up and layout

allocation of space and resources for programs

program review, evaluation and adjustment processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facility, equipment and resources

organisational safety, emergency response and first aid procedures

National Sporting Organisation rules, regulations and policies applicable to planning, conducting and reviewing programs.

Assessment must ensure use of:

program plan template

sport-specific participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO005 Continuously improve coaching skills and knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet the behaviours and standards expected of a coach, and self-evaluate to continuously improve coaching practice and performance. It includes interpreting sport industry information and developing a required knowledge base to support coaching practice and performance.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply coaching professional standards.	1.1. Source and interpret sport-specific code of conduct and coach requirements to maintain knowledge of professional standards expected of a coach. 1.2. Model professional standards expected of a coach. 1.3. Evaluate own coaching practice to confirm professional standards are met.
2. Apply inclusive coaching practices.	2.1. Source and interpret sport and sport-specific industry information to maintain knowledge of best practice inclusive coaching. 2.2. Coach to create inclusive sport participation environments and meet individual participant needs. 2.3. Evaluate own coaching practice to confirm inclusive coaching principles are applied.
3. Use technology for coaching.	3.1. Source and interpret information on current and emerging technologies relevant to community sport coaching. 3.2. Evaluate, select and use technology in coaching practice. 3.3. Evaluate own selection and use of technology to identify and address opportunities to improve own use of technology.
4. Improve coaching performance.	4.1. Observe and work with other coaches to identify contemporary coaching practices. 4.2. Seek feedback from others to gather information about own coaching practice. 4.3. Reflect on and evaluate own coaching practice to identify self improvement needs. 4.4. Participate in opportunities to address self improvement needs and update professional knowledge. 4.5. Adjust own coaching practice to improve coaching performance. 4.6. Document professional development activities and share learnings with colleagues according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document professional development activities in required detail and format.
Oral communications skills to:	use active listening and questioning to seek and receive feedback.
Technology skills to:	use the internet to source sport industry information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO005 Continuously improve coaching skills and knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

practice community coaching in a specific sport over 10 hours that involves:

meeting professional standards

using coaching approaches to create an inclusive sport participation environment

using technology in coaching practice

evaluating own coaching practice and performance

identifying and acting on one area for improving own coaching practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching practice and professional standards

sources of sport and sport-specific information

sources of information on current and emerging technology used in the sport industry

self reflection and evaluation processes

coaching practices applicable to creating an inclusive sports participation environment

professional development opportunities and resources.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

a computer with access to the internet

organisational policies and procedures and professional standards related to coaching

template for recording professional development activities

organisational safety, emergency response and first aid procedures

sport organisation personnel and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO006 Implement sport selection policies and procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use selection policies, procedures and criteria to make selection decisions in consultation with relevant personnel in specific sports. It focuses on communicating policies, procedures and criteria to candidates, compiling selection data for candidates and applying organisational selection policies and procedures.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish selection requirements.	1.1. Review selection criteria and conditions to identify selection requirements. 1.2. Communicate and confirm candidate understanding of selection requirements. 1.3. Consult with selection panel members to confirm understanding of selection requirements. 1.4. Encourage candidates to seek selection advice and support from relevant sources.
2. Make selection decisions.	2.1. Determine candidate information required to meet selection requirements. 2.2. Assess candidate performance and collect selection data required to meet selection requirements. 2.3. Analyse and document selection data in consultation with candidates. 2.4. Work with selection panel members to objectively evaluate selection data against selection criteria to negotiate and document selection decisions. 2.5. Work with selection panel members to identify and resolve ethical selection problems.
3. Inform candidates.	3.1. Communicate and document selection decisions according to notification procedures. 3.2. Provide constructive feedback to unsuccessful candidates. 3.3. Participate in appeals according to selection requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret selection policies, procedures, criteria and conditions.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet selection requirements interact with candidates and selection panel members in a polite and positive manner.
Numeracy skills to:	interpret, record, analyse and discuss participant performance data.
Planning and organising skills to:	meet selection timeframes.

Unit Mapping Information

SISSSCO305 Implement selection policies

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO006 Implement sport selection policies and procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement selection policies and procedures to select candidates for one sport-specific team or competition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to selection:

selection criteria and conditions

composition of selection panels

roles and responsibilities for selection

conflict of interest

timeframes to which selection criteria apply

application of selection criteria

notification of selection and non selection

feedback mechanisms and timeframes for successful and non successful candidates

appeals

special considerations

complaints

record keeping

code of conduct

confidentiality

sport-specific policies that impact on selection of candidates

expected levels of performance to inform the application of selection policies and procedures

organisational roles and responsibilities of key people and communication channels applicable to selection

complaint resolution strategies to address selection disputes

types of selection criteria:

citizenship

qualification standards

age

membership of sport-specific associations

past performance

current and potential future performance

sport-specific benchmarks

availability

attitude and behaviour

types of candidates:

participants

coaches

support staff

officials.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to selection

National Sporting Organisation policies applicable to selection

selection record keeping templates.

Assessment must ensure use of:

candidates and selection panel members.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO007 Apply sport psychology principles

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist participants to develop basic psychological skills to optimise sporting performance in sport-specific training and competition settings.

This unit applies to individuals working in community-based roles in the Australian sport industry in coaching and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation, and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of sport psychology.	1.1. Source and interpret applied sport psychology information related to sport performance. 1.2. Apply sport psychology principles relevant to own role to own practice. 1.3. Select support staff and resources to assist with the development of sport-specific psychological skills.
2. Provide sport psychology information to participants.	2.1. Identify sport psychology principles relevant to participants and assess participant sport psychology information appropriate to individual participant needs. 2.2. Present sport psychology information to participants in a format using learning activities and experiences appropriate to individual participant needs. 2.3. Check and clarify participant understanding of sport psychology information. 2.4. Encourage participants to access sport psychology resources appropriate to individual needs.
3. Assist participants to develop psychological skills.	3.1. Monitor participants to identify basic psychological skills needs. 3.2. Develop basic psychological skills to meet participant needs in consultation with participants. 3.3. Assist participants to implement basic psychological skills during competition performance.
4. Evaluate psychological skills.	4.1. Analyse participant competition performance against expected competition outcomes. 4.2. Evaluate participant psychological skills during competition performance in consultation with participant. 4.3. Identify ongoing psychological skill development needs to assist participant to improve performance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document sport psychology information and resources for participants.
Oral communication skills to:	ask open and closed questions and actively listen to inform and support participants negotiate strategies with participants to achieve sport performance.
Numeracy skills to:	interpret and discuss participant performance data.
Problem-solving skills to:	develop, review and modify psychological skill development strategies.
Technology skills to:	access the internet to source sport psychology information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO007 Apply sport psychology principles

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

apply sport psychology principles to support one participant in a specific sport that involves:

using three of the following strategies:

managing emotions

using relaxation techniques

managing self-talk

managing stress

establishing pre-, during- and post-performance psychological routines

identifying sources of intrinsic and extrinsic motivation

setting goals

visualisation

self reflection on performance

managing concentration

assisting the participant to manage performance outcomes

assisting the participant to access sport psychology professionals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to applying sport psychology principles

information sources applicable to sport psychology

principles of sport psychology for sporting performance:

the brain and its functions

psychological demands of specific sports

emotions

concentration

motivation

goal setting

self reflection on performance

role and responsibilities of sport psychology professionals

psychological skills to enhance performance:

managing emotions

managing concentration

establishing pre-, during- and post-performance psychological routines

using relaxation techniques

managing self-talk

managing stress

understanding motivation

setting goals

visualisation

self reflection on performance

techniques to assist participants to manage performance outcomes

techniques to create a positive environment for participants

psychology advice and support referral services for participants.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to sport psychology

computer with access to the internet.

Assessment must ensure use of:

participants

sport psychology resources.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO008 Apply anti-doping policies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to inform participants about anti-doping policies in sport and assist participants to address drugs in sport issues according to legislative and sport-specific anti-doping requirements.

This unit applies to individuals working in community based roles in the Australian sport industry in coaching and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation, and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of anti-doping policies in sport.	1.1. Source and interpret sport and sport-specific industry information to identify anti-doping policy requirements. 1.2. Apply anti-doping policy requirements relevant to own role and apply to own practice. 1.3. Identify support staff and anti-doping resources to assist with drugs in sport issues.
2. Provide anti-doping information to participants.	2.1. Determine anti-doping policy requirements relevant to participants and assess participant anti-doping information needs. 2.2. Present anti-doping information to participants in a format using learning activities and experiences appropriate to individual participant needs. 2.3. Check and clarify participant understanding of anti-doping information. 2.4. Encourage participants to access support staff and anti-doping resources.
3. Develop and implement strategies to assist participants.	3.1. Develop strategies to address participant drugs in sport issues in consultation with participants. 3.2. Assist participants to implement strategies according to organisational policies and procedures. 3.3. Seek feedback from participants to review effectiveness of strategies. 3.4. Adjust strategies to better assist participants to address drugs in sport issues.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document anti-doping information for participants.
Oral communication skills to:	ask open and closed questions and actively listen to inform participants.
Numeracy skills to:	interpret and discuss drugs in sport data.
Initiative and enterprise skills to:	identify and act on opportunities to inform participants of anti-doping requirements.
Technology skills to:	access the internet to source anti-doping information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO008 Apply anti-doping policies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

apply anti-doping policies to support three participants in a specific sport that involves:

conveying the following international and domestic anti-doping policies:

banned and restricted drug classes

drug testing procedures and protocols

deliberate use of drugs

inadvertent use of drugs

social drug use

ethical implications

health effects of banned substances

therapeutic use of banned drugs

participants' rights and responsibilities

herbal medications and supplements

hearings and sanctions

consulting with the participants to develop, implement and review strategies to support them with drugs in sport issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to applying anti-doping policies

requirements of the world anti-doping code applicable to coaches and participants

anti-doping policy of the sport-specific National Sporting Organisation

types of support staff and how they can assist participants with anti-doping

methods of checking the status of medications

types of prohibited substances and methods in sport

therapeutic use of exemptions (TUE)

prohibited list

role of drug testing in sport

types of prohibited substances in foods and supplements

drugs in sport issues:

banned and restricted drug classes

drug testing procedures and protocols

deliberate use of drugs

inadvertent use of drugs

recreational drug use

ethical implications

health effects of banned substances

therapeutic use of banned drugs

herbal medications and supplements

hearings and sanctions

available support services and resources to assist participants with drugs in sport issues

consent requirements for underage participants

strategies to assist participants to address drugs in sport issues:

educational programs

use of drugs in sport information services including Australian Sports Anti-Doping Authority (ASADA)

intervention strategies

ethical codes and policies.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to anti-doping

anti-doping policies and codes:

world anti-doping code (WADA)

Australian Sports Anti-Doping Authority (ASADA)

National Sporting Organisation anti-doping policy

computer with access to the internet.

Assessment must ensure use of:

participants and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO009 Work collaboratively with others in a sport environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with sport staff including coaches, officials and support staff in a sport environment. It includes maintaining positive working relationships. Sport staff may be volunteers or paid employees.

This unit applies to individuals working in the Australian sport industry in community based coaching, officiating and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage with sport staff.	1.1. Establish and maintain working relationships with sport staff to meet participant needs. 1.2. Consult with sport staff to plan and implement strategies to meet participant needs. 1.3. Evaluate effect of strategies on participant performance in consultation with sport staff.
2. Manage sport staff.	2.1. Allocate responsibilities and tasks to sport staff. 2.2. Communicate and confirm sport staff understanding of allocated responsibilities, tasks and expected standard of work. 2.3. Evaluate sport staff performance against allocated responsibilities, tasks and expected standard of work. 2.4. Counsel sport staff to improve performance and record outcomes in accordance with organisational policies and procedures.
3. Reflect on working relationships.	3.1. Seek feedback from others to identify areas to improve working relationships. 3.2. Reflect on own working relationships to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in maintaining relationships with others.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures.
Oral communication skills to:	interact with sport staff and participants in a polite and positive manner.

Unit Mapping Information

SISSSCO409 Work collaboratively with support personnel

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO009 Work collaboratively with others in a sport environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work collaboratively with two sport staff that involves:

evaluating the working relationships

coordinating sport staff to meet the requirements of a program, an event or a competition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to working collaboratively with others

types and areas of expertise of sport staff:

sport administrators

team managers

coaches

competition managers

facility managers

fitness professionals

officials

sport physicians

sports trainers

parents and guardians

physiotherapists

exercise physiologists

sport scientists

remedial massage therapists

dieticians

psychologists

types of collaboration strategies:

communication processes

clarifying roles and responsibilities

negotiation of best possible outcome for participants

decision making

questioning and clarification of decisions

technology platforms

conflict management.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to collaborating with others in a sport environment.

Assessment must ensure use of:

participants, coaches, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO010 Implement sport talent identification programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement and evaluate a talent identification program for participants. It focuses on identifying and developing potential participants to perform at advanced competition level in a sport.

This unit applies to individuals working in the Australian sport industry in community based coaching, officiating and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify talented sport participants.	1.1. Conduct fitness and sport-specific testing of participants according to testing protocols. 1.2. Develop and document performance criteria to match advanced program performance requirements. 1.3. Analyse fitness and sport-specific test results against performance criteria to identify participants for advanced programs. 1.4. Communicate and document talent selection decisions according to organisational policies and procedures. 1.5. Provide feedback and advice to unsuccessful participants. 1.6. Develop and document action plans to transition participants to future sporting goals in consultation with participants.
2. Develop training programs to develop talent.	2.1. Develop sport training programs in consultation with support staff to develop advanced performance. 2.2. Select training program implementation strategies to suit participant needs. 2.3. Document training programs according to organisational policies and procedures.
3. Implement training programs to develop talent.	3.1. Discuss and confirm training programs with participants. 3.2. Implement training according to training programs. 3.3. Monitor training and analyse participant performance in competition situations against expected performance. 3.4. Determine and document participants to be retained according to organisational policies and procedures. 3.5. Determine and document reasons for participants leaving training programs.
4. Evaluate talent identification program.	4.1. Seek feedback from participants and support staff to identify areas to improve talent identification program. 4.2. Participate in talent identification program evaluations. 4.3. Suggest modifications to talent identification programs according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures, and testing protocols.
Oral communication skills to:	ask open and closed questions and actively listen to participants and support staff interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret fitness and sport-specific test protocols and data use equipment to test participant fitness and sport-specific performance complete fitness and sport-specific test records using mathematical symbols and conventions.
Teamwork skills to:	work with support staff to implement talent identification programs.

Unit Mapping Information

SISSSCO410 Implement a talent identification program

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO010 Implement sport talent identification programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement a talent identification program to identify and develop three talented participants at the advanced level that involves:

testing and applying performance criteria to identify talented participants

advising unsuccessful participants

developing, implementing and monitoring training programs to develop talent

interacting with participants and support staff

evaluating talent identification programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to implementing talent identification programs

sport-specific advanced level competition performance requirements

characteristics of advanced performance participants

testing protocols:

broad based physical and physiological testing

sport-specific physical and physiological testing

psychological testing

benchmarks for performance

testing timeframes

sport science principles applicable to talent identification:

biomechanics

physiology

psychology

trends in sport-specific participation

types of talent identification performance criteria:

past performances

goals and/or aspirations

eligibility

age

support structures

psychological state

sociological observation

skill execution

sporting benchmarks

talent development program inclusions:

technical skill development

strength and fitness training

game analysis and tactical development

participation in tournaments

sport psychology and motivation

participant education.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to talent identification

sport-specific facilities, equipment and resources

fitness and sport-specific testing equipment, facilities and testing protocols

sport-specific benchmarks for advanced performance

National Sporting Organisation policies applicable to talent identification.

Assessment must ensure use of:

talented participants at the advanced level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO011 Manage integrity in sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage integrity in sport risks, inform participants about integrity in sport and assist participants to address integrity issues.

This unit applies to individuals working in the Australian sport industry in community based roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of integrity in sport.	1.1. Source and interpret sport industry information to identify sport and sport-specific integrity requirements. 1.2. Determine integrity requirements relevant to own role and apply to own practice. 1.3. Determine support staff and integrity in sport resources to assist with integrity in sport issues.
2. Manage integrity in sport risks.	2.1. Consult with stakeholders to identify and assess sport-specific and organisation-specific integrity in sport risks. 2.2. Determine and implement integrity in sport risk controls. 2.3. Monitor integrity in sport risks and adjust integrity in sport risk controls to minimise and eliminate integrity in sport risks.
3. Provide integrity in sport information to participants.	3.1. Determine integrity requirements relevant to participants and assess participant integrity in sport information needs. 3.2. Present integrity in sport information to participants in a format that uses learning activities and experiences appropriate to individual participant needs. 3.3. Check and clarify participant understanding of integrity in sport information. 3.4. Encourage participants to access support staff and integrity in sport resources.
4. Develop and implement strategies to assist participants.	4.1. Develop strategies to address participant integrity in sport issues in consultation with participants. 4.2. Assist participants to implement strategies according to organisational policies and procedures. 4.3. Seek feedback from participants to review effectiveness of strategies. 4.4. Adjust strategies to better assist participants to address integrity issues.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document integrity in sport information for participants maintain integrity in sport records.
Oral communication skills to:	ask open and closed questions and actively listen to inform participants.
Initiative and enterprise skills to:	identify and act on opportunities to inform participants of integrity in sport requirements.
Technology skills to:	access the internet to source integrity in sport information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO011 Manage integrity in sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage integrity in a specific sport over a period of one month that involves:

behaving and making choices with integrity

identifying and controlling three integrity in sport risks

providing integrity in sport information to three participants

consulting with the participants to develop, implement and review strategies to support them with integrity in sport issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements applicable to integrity in sport

organisational policies and procedures applicable to integrity in sport

behaviours that exemplify personal, practice and organisational integrity in sport

behaviours that undermine personal, practice and organisational integrity in sport

ethical decision making:

relationship between competition and integrity

strategies for maintaining awareness of personal values, principles, beliefs and moral codes guiding behaviours and choices

strategies for recognising own biases, inclinations, desires and fears that contribute to behaviours and choices

strategies for identifying and avoiding slippery slope traps

ethical decision making framework

consequences of poor integrity to:

participants

wider public

work health and safety

types of support staff and how they can assist participants with integrity in sport issues

integrity in sport risks and issues:

drugs in sport:

illegal drugs

pharmaceutical drugs

supplements

doping using performance enhancing drugs (PEDs)

abuse and discrimination including at training and events and on social media and social networking sites:

unsafe practices

inequality

exclusion

sideline behaviour of parents and spectators

behaviour of coaches and officials

child protection

harassment

sexual harassment

victimisation

gambling:

match fixing

illegal betting

corruption

unethical behaviour

criminal behaviour

child abuse:

sexual

physical

emotional

grooming

neglect

family violence

organised sexual abuse

indicators of child abuse

impact of abuse

creating a child-safe environment

reporting child abuse

available support services and resources to assist participants with integrity in sport issues

consent requirements for under-age participants

types of strategies to assist participants to address integrity in sport issues:

educational programs

integrity in sport government information services

intervention strategies

development of ethical codes and policies.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to integrity in sport

sport-specific National Sporting Organisation integrity in sport policies

computer with access to the internet.

Assessment must ensure use of:

participants and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO012 Coach sport participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach sport participants up to an intermediate level in a specific sport. This includes planning, preparing, conducting and reviewing individual sessions.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific sessions for participants up to an intermediate level.	1.1. Gather and review sport-specific participant information to assess developmental readiness of participants up to an intermediate level. 1.2. Set sport-specific session objectives to meet developmental readiness of participants up to an intermediate level. 1.3. Determine session content to address sport-specific session objectives. 1.4. Select coaching practices to meet sport-specific session objectives. 1.5. Develop and document sport-specific session plans for participants up to an intermediate level.
2. Prepare sport-specific sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet sport-specific session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to safety of participants up to an intermediate level.
3. Conduct sport-specific sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of sport-specific session activity instructions and safe participation requirements of participants up to an intermediate level. 3.2. Present, sequence and pace sport-specific session activities according to sport-specific session plans. 3.3. Select and use communication styles to achieve sport-specific session objectives. 3.4. Observe practice of participants up to an intermediate level to assess participant ability to perform activities. 3.5. Modify sport-specific session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor sport-specific sessions to identify and address risks to safety of participants up to an intermediate level . 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of sport-specific session review to evaluate sport-specific session plan and inform future sport-specific session planning processes.
4. Promote good behaviour.	4.1. Communicate and model sport-specific participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice of participants up to an intermediate level. 5.2. Reflect on own sport-specific coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific session plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give sport-specific instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO012 Coach sport participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review sport-specific sessions for participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants up to an intermediate level in a specific sport

tactical and technical fundamentals of a specific sport for participants up to an intermediate level

analysis of movement for participants up to an intermediate level in a specific sport

modifying activities for participants up to an intermediate level in a specific sport:

regress activities

progress activities

organisational layout of sport-specific activities

types of competitions and pathways for participants up to an intermediate level in a specific sport

sport-specific rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of sport-specific coaches and officials applicable to participants up to an intermediate level

sport-specific session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about sport-specific situations

linking sessions to develop and progress skills

group organisation

sport-specific equipment and resources:

selection

safe set-up and layout

safe condition

safe use

sport-specific safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during sport-specific sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

sport-specific session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport

National Sporting Organisation rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO013 Coach sport participants up to an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach sport participants up to an advanced level in a specific sport. This includes planning, preparing, conducting and reviewing individual sessions.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific sessions for participants up to an advanced level.	1.1. Gather and review sport-specific participant information to assess developmental readiness of participants up to an advanced level. 1.2. Set sport-specific session objectives to meet developmental readiness of participants up to an advanced level. 1.3. Determine session content to address sport-specific session objectives. 1.4. Select coaching practices to meet sport-specific session objectives. 1.5. Develop and document sport-specific session plans for participants up to an advanced level.
2. Prepare sport-specific sessions for participants up to an advanced level.	2.1. Prepare facilities, equipment and resources to meet sport-specific session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an advanced level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to safety of participants up to an advanced level.
3. Conduct sport-specific sessions for participants up to an advanced level.	3.1. Communicate and confirm understanding of participants up to an advanced level of sport-specific session activity instructions and safe participation requirements. 3.2. Present, sequence and pace sport-specific session activities according to sport-specific session plans. 3.3. Select and use communication styles to achieve sport-specific session objectives. 3.4. Observe practice of participants up to an advanced level to assess participant ability to perform activities. 3.5. Modify sport-specific session activities as required to meet participants up to an advanced level needs and environmental conditions. 3.6. Monitor sport-specific sessions to identify and address risks to safety of participants up to an advanced level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of sport-specific session review to evaluate sport-specific session plan and inform future sport-specific session planning processes.
4. Promote good behaviour.	4.1. Communicate and model sport-specific participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice of participants up to an advanced level. 5.2. Reflect on own sport-specific coaching practice of participants up to an advanced level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific sessions with participants up to an advanced level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific session plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an advanced level ask open and closed questions and actively listen to determine and meet needs of participants up to an advanced level interact with participants up to an advanced level in a polite and positive manner give sport-specific instructions to participants up to an advanced level.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities manage pair and group work for odd and even numbers of participants up to an advanced level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO013 Coach sport participants up to an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review sport-specific sessions for participants up to an advanced level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants up to an advanced level in a specific sport

tactical and technical fundamentals of a specific sport for participants up to an advanced level

analysis of movement for participants up to an advanced level in a specific sport

modifying activities for participants up to an advanced level in a specific sport:

regress activities

progress activities

organisational layout of sport-specific activities

types of competitions and pathways for participants up to an advanced level in a specific sport

sport-specific rules, regulations and policies applicable to coaching participants up to an advanced level

roles and responsibilities of sport-specific coaches and officials applicable to participants up to an advanced level

sport-specific session planning for participants up to an advanced level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about sport-specific situations

linking sessions to develop and progress skills

group organisation

sport-specific equipment and resources:

selection

safe set-up and layout

safe condition

safe use

sport-specific safe participation requirements for participants up to an advanced level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an advanced level

methods of observation and feedback during sport-specific sessions with participants up to an advanced level:

how, what and when to observe

timing of feedback

sport-specific session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport

National Sporting Organisation rules, regulations and policies applicable to coaching participants up to an advanced level.

Assessment must ensure use of:

session plan template

participants up to an advanced level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO014 Develop sport coaches

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop coaches in a specific sport. This includes planning, conducting and reviewing the provision of on-the-job support, advice and encouragement to coaches.

This unit applies to experienced coaches working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for coach development.	1.1. Observe, consult and evaluate coaches working with participants in training and competition to identify individual coaching practice and performance needs. 1.2. Develop agreed coach development objectives to address individual coaching practice and performance needs. 1.3. Select coach development strategies and develop coach development content to address coach development objectives. 1.4. Document coach development plans according to organisational policies and procedures.
2. Conduct coach development.	2.1. Establish and maintain coach development relationships with coaches. 2.2. Support, advise and encourage coaches before, during and after training sessions and competitions. 2.3. Provide feedback to coaches to improve individual coaching practice and performance. 2.4. Monitor and evaluate coach development progress against coach development objectives. 2.5. Modify coach development strategies and content to meet coach development objectives.
3. Reflect on coaching development practice.	3.1. Seek feedback from others to identify areas to improve own coach development practice. 3.2. Reflect on own coach development practice to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in future coach development sessions. 3.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret coach practice and performance information.
Oral communications skills to:	ask open and closed questions and actively listen to determine and meet coach development needs.
Numeracy skills to:	interpret and discuss coach practice and performance data.
Teamwork skills to:	work with coaches.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO014 Develop sport coaches

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

develop one novice and one experienced sport coach in a specific sport that involves:

conducting a model session for each coach

helping each coach to adapt their coaching practice to meet the needs of the participant being coached

facilitating peer feedback after a session delivered by each coach.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to developing sport coaches in a specific sport

tactical and technical fundamentals of a specific sport

types of sport-specific coaching activities:

game sense

technique-centred activities

constraints-led approach

types and safe use of sport-specific coaching equipment

sport-specific rules, regulations and policies

roles and responsibilities of sport-specific coaches and officials

sport-specific terminology and communication systems

benefits of effective coaching and risks of poor coaching

communication styles:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

purposes of coach development:

increasing participant outcomes

improving coach retention

creating a positive sport environment

methods for supporting coaches:

focusing on coaching process and coach performance

creating a positive experiential learning environment

challenging coaches

listening to coach views and challenges and responding without bias

sharing personal coaching experiences

valuing commitment and contribution

encouraging self-reflection

positioning in relation to the coach

conducting model sessions

providing advice on adapting coaching practice to meet the needs of participants

methods of managing the coaching relationship:

building rapport

preventing and defusing conflict

professional boundaries

confidentiality

developmental stages of participants

types of coach observations:

frequency and specificity of instruction

pre-game plan instructions

body language and tone of voice

participant engagement

giving feedback

rest and recovery instructions

meeting the expectations of the sport

coach development planning processes

coach development review processes

methods for giving feedback and timing of feedback

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

sport-specific facilities, equipment and resources

coach development plan template

sport-specific rules, regulations and policies

National Sporting Organisation coaching information.

Assessment must ensure use of:

sport-specific coaches to be developed.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO015 Prepare participants for sport competition

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist participants to prepare for participation in sport competitions.

This unit applies to individuals working in community-based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan competitions.	1.1. Research and select competition opportunities to meet developmental readiness of participants. 1.2. Consult with participants to plan competition schedule to meet participant needs. 1.3. Consult with participants preparing for competition to set competition performance objectives. 1.4. Analyse performance data and consult with participants to identify performance gaps and support needs.
2. Apply competition strategies to prepare participants.	2.1. Plan competition strategies to meet competition performance objectives. 2.2. Implement competition strategies to meet competition performance objectives. 2.3. Monitor and adjust implementation of competition preparation strategies to enhance performance.
3. Provide pre-competition information to participants.	3.1. Provide access to sport-specific anti-doping information to participants. 3.2. Provide access to sport-specific pre-competition nutrition information to participants. 3.3. Provide access to sport-specific pre-competition psychological preparation information to participants. 3.4. Provide sport-specific pre-competition physical warm-up information to participants. 3.5. Check and clarify participant understanding of pre-competition information provided.
4. Access support staff.	4.1. Assist participants to identify and access support staff and resources for specialist advice and support to enhance sport-specific performance. 4.2. Encourage and assist participants to work with support staff to identify and select strategies to enhance sport-specific performance.
5. Reflect on practice.	5.1. Seek feedback from others to identify areas to improve own practice of preparing participants for competition. 5.2. Reflect on own practice of preparing participants for competition to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future practice with participants preparing for competition. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret participant information, competition information and anti-doping policies.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet the needs of participants preparing for competition interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret and analyse participant performance data.
Problem-solving skills to:	respond to the needs of participants preparing for competition.
Self-management skills to:	work within qualifications and job role limitations in providing advice about sport nutrition and sport psychology.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO015 Prepare participants for sport competition

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare one participant for competition in a specific sport.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to preparing participants for competition

role and limitations to role in providing specialist advice

strategies used to prepare participants for competition:

matching participant standard to competitions

competition scheduling

goal setting

physical warm-up

planning training for competition

developing game plans for competition

pre-competition and post-competition routines

managing performance anxiety

preparing for environmental conditions

planning for sport-specific competition context

building self confidence and independence

enhancing motivation

managing concentration

self-reflection

planning for healthy eating and hydration

national and international sport-specific anti-doping codes, policies and World Anti-Doping Agency (WADA) Prohibited List

role of specialist support staff:

dietician

psychologist

doctor

physiotherapist

massage therapist

physical performance trainer.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

sources of information about sport nutrition, sport psychology and anti-doping in sport

organisational policies and procedures relevant to preparing participants for competition

National Sporting Organisation rules, regulations and policies applicable to preparing participants for competition.

Assessment must ensure use of:

participant performance data

participants preparing for competition and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO016 Coach participants in sport competition

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants in a specific sport to prepare for and participate in a competition.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific competitions.	1.1. Source and interpret sport-specific competition information to identify competition requirements for participants. 1.2. Source, interpret and analyse competitor performance information to identify competitor strengths and weaknesses. 1.3. Consult with participants to develop game strategies and tactics. 1.4. Develop game plans to maximise participant performance and positive participation and document according to organisational policies and procedures. 1.5. Brief participants on game plan prior to competition. 1.6. Support participants to develop and implement sport-specific pre-competition routines.
2. Monitor participants in competition.	2.1. Determine and control competition safety risks according to organisational policies and procedures. 2.2. Support participants to warm up before sport-specific competitions. 2.3. Monitor participant compliance with game plans to identify and rectify game plan non compliance. 2.4. Monitor participant behaviour to identify and respond to poor behaviour. 2.5. Modify game plans during competitions to maximise competition outcomes. 2.6. Support participants to cool down after sport-specific competitions.
3. Conduct post-competition reviews.	3.1. Analyse competition outcomes to identify and plan future coaching and adjustments. 3.2. Debrief participants on competition performance. 3.3. Document sport-specific game plan reports according to organisational policies and procedures.
4. Reflect on coaching practice.	4.1. Seek feedback from others to identify areas to improve own coaching practice in competitions. 4.2. Reflect on own coaching practice in competitions to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future competitions. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document game plans and game plan reports record attendance.
Oral communications skills to:	use age-appropriate language to engage participants ask open and closed questions and actively listen to determine and meet participant needs interact with participants in a polite and positive manner give sport-specific instructions to participants.
Numeracy skills to:	interpret, analyse and discuss statistical information about competitors and competition data.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO016 Coach participants in sport competition

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

coach sport-specific participants in one sport-specific competition where competition is at least one hour in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants in competition

sport-specific safety procedures

types of sport-specific competitions

sport-specific rules, regulations and policies applicable to participating in competition

roles and responsibilities of sport-specific coaches and officials in competition

sport-specific terminology and communication systems

types of sport-specific competition risks and methods for minimising risks to facilities, equipment, and, resources and environmental risks

sport-specific safe participation requirements for participating in competitions:

obeying the rules

use of protective equipment

hydration

communication styles:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

strategies for preventing and managing poor behaviour of participants in competition:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants in competition

methods of observation and feedback:

how, what and when to observe

timing of feedback

sport-specific competition review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

game plan template

sport-specific facilities, equipment and resources suitable for competition

sport-specific rules, regulations and policies

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific participants and competitors.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF001 Work as an official in sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of an official. It includes meeting legal and ethical obligations, managing competition risks, acting with professionalism and integrity, and working with others.

This unit applies to individuals working in community based officiating roles in the Australian sport industry. It includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret sport and sport-specific industry information to maintain knowledge of international and Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret sport and sport-specific industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Reflect on own officiating practice to confirm legal and ethical job role responsibilities are met.
2. Prepare for officiating.	2.1. Identify and maintain physical conditioning requirements of a sport-specific official. 2.2. Source and interpret information on basic mental preparation techniques for officials and apply to own preparations.
3. Contribute to a productive workplace environment.	3.1. Reflect on Australian sport industry expectations of an official and apply to own officiating practice. 3.2. Carry out work tasks according to organisational policies and procedures. 3.3. Identify and follow dress code requirements before, during and after competitions. 3.4. Implement competition safety rules to protect safety of participants. 3.5. Request, acknowledge and act on feedback provided by others within scope of job role. 3.6. Identify and resolve workplace problems within scope of job role according to organisational policies and procedures. 3.7. Escalate workplace problems outside scope of job role to appropriate person according to organisational policies and procedures.
4. Communicate with others.	4.1. Select and use communication style to suit audience, situation and communication medium. 4.2. Use active listening and questioning techniques to clarify and confirm understanding. 4.3. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences.
5. Support working relationships.	5.1. Develop and maintain working relationships with others relevant to own job role. 5.2. Seek assistance from and aid others to promote cooperation and fulfil work requirements. 5.3. Adapt personal presentation in different situations to meet organisational policies and procedures. 5.4. Identify communication problems and use strategies to minimise impact on working relationships. 5.5. Model behaviours expected of an official in a community sport environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	interact with others in a polite and positive manner.
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF001 Work as an official in sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiate at three sport competitions in a specific sport for a duration of at least 30 minutes each that involves:

meeting legal, ethical and job role responsibilities

working and communicating with:

a coach

another official

a participant

a spectator

a committee member, sport administrator, parent or guardian.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures related to working as an official in a specific sport

dress code before, during and after competitions

legal responsibilities of an official:

child protection

work health and safety

harassment and discrimination

public liability and duty of care

negligence

insurance

privacy and confidentiality

ethical responsibilities of an official:

being inclusive and balanced

treating participants with integrity, respect and empathy

National Sporting Organisation policies applicable to an official:

code of conduct

anti-doping

member protection

preparation requirements and strategies for the specific sport:

physical conditioning

mental preparation

structure and economic, health and social significance of the sport industry

role of sport in society

role and responsibilities of an official

limitations to the official role if not trained in first aid

safety rules within the specific sport including the blood rule

roles and responsibilities of others in a sport environment:

sport administrators

participants

parents and guardians

other officials

coaches and assistant coaches

support staff

spectators

volunteers

behaviours expected in a sport environment:

promoting cooperation and good relationships

using acceptable language

arriving on time

using self reflection to identify areas for improvement

types, distinctive features and methods of communication:

verbal:

use of language and tone

constructive feedback

active listening

active questioning

asking for advice

use of interpreters for languages other than English and for the hearing impaired

non verbal:

body language

personal presentation

gestures and mannerisms

voice tone and volume

use of space

written:

use of organisational forms

methods of adjusting communication to meet individual differences

methods of obtaining and reflecting on feedback

types, distinguishing features and application of communication styles:

direct

indirect

friendly and approachable

directive

casual

critical friend

motivational

disciplinarian

humorous

organised and efficient

supportive and encouraging

sources of and strategies to prevent communication problems:

misunderstandings

selection disputes

abuse of officials

parent roles

team harmony

compliance with policies and procedures

complaints

member protection

methods of dealing with communication problems

hazards in a sport-specific competition environment and how to minimise risk of harm:

facilities

playing area

equipment

participants.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

computer connected to the internet

sport and sport-specific industry information

organisational policies and procedures related to officiating

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

sport organisation staff and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF002 Continuously improve officiating skills and knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and update officiating knowledge, including the legal and ethical issues that must be considered by officials in a specific sport. It includes interpreting sport industry information and developing a required knowledge base to support officiating practice and performance.

This unit applies to individuals working in community based officiating roles in the Australian sport industry. It includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Ni

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply officiating professional standards.	1.1. Source and interpret sport and sport-specific industry information to identify professional standards expected of an official. 1.2. Model professional standards expected of an official when dealing with difficult officiating situations and ethical dilemmas. 1.3. Evaluate own officiating practice to confirm professional standards are met.
2. Adopt technology for officiating.	2.1. Source and interpret information on current and emerging technologies relevant to officiating in a specific sport. 2.2. Evaluate, select and use technology to analyse sport-specific competition data. 2.3. Evaluate own selection and use of technology to identify and address opportunities to improve own use of technology.
3. Improve officiating performance.	3.1. Observe and work with other officials to identify good officiating practices. 3.2. Seek feedback from others to gather information about own officiating performance. 3.3. Reflect on and evaluate own officiating practices and performance to identify self improvement needs. 3.4. Investigate and participate in opportunities to update professional knowledge. 3.5. Adjust own sport-specific officiating practices to improve officiating performance and share learnings with colleagues. 3.6. Document professional development activities according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use active listening and questioning to seek and receive feedback.

Unit Mapping Information

SISSSOF101 Develop and update officiating knowledge

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF002 Continuously improve officiating skills and knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiating at three sport-specific competitions for a duration of at least 30 minutes each that involves:

meeting professional standards

using technology in officiating practice

evaluating own officiating practice and performance by:

observing another official

gathering feedback from participants

identifying one area for improving own officiating practice

identifying and implementing professional development activities:

discussions with experienced officials

networking with suppliers.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to officiating practice and professional standards

sources of international and Australian sport and sport- specific information

professional standards expected by an official in the Australian sport industry and in the specific sport

types of difficult officiating situations and responses

types of ethical dilemmas and responses

sources of information on current and emerging technologies used in competition analysis

self reflection and evaluation processes

sources and relative benefits of professional development opportunities and resources to improve officiating performance.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

a computer with access to the internet

organisational policies and procedures and professional standards related to officiating

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

template for recording professional development activities

sport organisation staff and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF003 Officiate sport competitions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to officiate or judge sport-specific competitions according to sport-specific rules and regulations. It includes dealing with disputes and self reflection to improve future performance.

This unit applies to individuals working in community based officiating roles in the Australian sport industry including officials, umpires, referees, judges, timekeepers and scorers in sport-specific competitions. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Ni

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm pre-competition requirements.	1.1. Access and interpret sport-specific rules, regulations and performance standards to identify sport-specific competition requirements. 1.2. Interpret participant competition registration information and check against sport-specific competition eligibility requirements to determine participant eligibility to participate. 1.3. Check sport-specific competition environment, facilities and equipment to confirm competition requirements are met. 1.4. Identify competition hazards, assess risks and incorporate risk control strategies to minimise competition safety risks.
2. Conduct officiating.	2.1. Monitor sport-specific competitions against sport-specific rules, regulations and performance standards to identify breaches. 2.2. Make, communicate and action objective and fair officiating decisions according to sport-specific rules, regulations and performance standards. 2.3. Work cooperatively to make team officiating decisions. 2.4. Respond to participant reactions to officiating decisions according to organisational policies and procedures. 2.5. Document sport-specific officiating outcomes according to organisational policies and procedures.
3. Deal with disputes.	3.1. Analyse disputes to identify the causes of conflict. 3.2. Use conflict resolution techniques to handle conflict situations according to organisational policies and procedures. 3.3. Identify situations where personal safety of others may be threatened and provide assistance according to organisational policies and procedures. 3.4. Resolve disputes arising from competitions promptly according to organisational policies and procedures. 3.5. Check decisions to confirm they are fair, equitable evidence based and adhere to principles of natural justice. 3.6. Record outcomes of disputes according to organisational policies and procedures.
4. Reflect on officiating practice.	4.1. Seek feedback from others to identify areas to improve own officiating practice. 4.2. Reflect on own officiating practice to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future officiating practice. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to others interact with others in a polite and positive manner.
Numeracy skills to:	estimate risk interpret and analyse participant data interpret, analyse and record sport-specific competition data.

Unit Mapping Information

SISSSOF202 Officiate games or competitions

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF003 Officiate sport competitions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiate sport-specific competitions on three occasions for a duration of at least 30 minutes each that involves:

applying sport-specific rules, regulations and performance standards

dealing with a dispute arising during a competition

making officiating decisions objectively and promptly

reflecting on own officiating practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to officiating competitions in a specific sport

officiating codes of practice and best practice principles

sport-specific rules and regulations:

registration and accreditation

age

certification requirements

membership

standard of facilities and equipment

National Sporting Organisation rules and regulations

competition-specific rules and regulations

safety rules including the blood rule

conflict resolution strategies and procedures for disputes

types of officiating styles:

friendly and approachable with a professional distance

clear, precise and humorous

organised and efficient

supportive and encouraging

techniques for responding to participant reactions:

queries about decisions

appeals against decisions

abuse towards official or opponent

abuse of equipment

causes of conflict:

lack of information

ineffective communication

frustration

provocation

vilification

sledging

types of conflict resolution strategies:

identification

avoidance

problem solving

negotiation

types of disputes:

disagreement with and questioning of decisions and results

official protests

appeals

types of feedback:

verbal

written

visual

tactile

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must include access to:

first aid kit

drinking water

sport-specific equipment and facilities

sport-specific National Sporting Organisation rules and regulations

organisational policies and procedures related to officiating

organisational safety, emergency and first aid procedures.

Assessment must ensure use of:

participants, coaches, officials, spectators and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSPT001 Implement sport injury prevention and management strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to make sport safer by implementing strategies to prevent sport-specific injuries and manage injuries, illnesses and medical conditions. This includes applying taping for ongoing injury prevention and post-injury support.

This unit applies to individuals working in sports trainer roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

HLTAID003 Provide first aid

Competency Field

Sports Trainer

Unit Sector

Sports

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of sport injury prevention and management.	1.1. Source and interpret information related to preventing sport-specific injuries and illnesses, and managing injuries, illnesses and medical conditions. 1.2. Consult with healthcare professionals and support staff on sport injury prevention and injury, illness and medical condition management strategies. 1.3. Apply sport-specific injury prevention and injury, illness and medical condition management strategies within scope of own job role.
2. Provide sport injury prevention and management information to participants.	2.1. Consult with sport-specific participants to identify sport injury prevention and management information needs. 2.2. Present sport injury prevention and management information to participants. 2.3. Check and clarify participant understanding of sport injury prevention and management information. 2.4. Encourage participants to access support staff and healthcare professionals for sport injury prevention and management advice outside scope of own job role.
3. Implement sport-specific injury prevention strategies.	3.1. Assess participants to determine sport-specific injury risks and identify sport-specific injury prevention strategies. 3.2. Implement sport-specific injury prevention strategies to address sport-specific injury risks. 3.3. Assist participants to implement sport-specific injury prevention strategies. 3.4. Monitor and adjust sport-specific injury prevention strategies to support safe participation.
4. Implement injury, illness and medical condition management strategies.	4.1. Assess participants to identify injury, illness and medical condition management risks and select injury, illness and medical condition management strategies. 4.2. Implement injury, illness and medical condition management strategies to address injury, illness and medical condition risks. 4.3. Assist participants to implement injury, illness and medical condition management strategies. 4.4. Monitor and adjust injury, illness and medical condition management strategies to support safe participation.
5. Reflect on sport-specific injury prevention management practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific injury prevention and management practice. 5.2. Reflect on own sport-specific injury prevention and management practice to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific injury prevention and management practice. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete sport injury prevention and management records in the required detail and format including incident reports, participant screening records and participant profiles.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet the needs of participants interact with participants, support staff and healthcare professionals in a polite and positive manner.
Numeracy skills to:	interpret and analyse sport-specific injury prevention and management statistical data estimate risk record sport-specific injury prevention and management data.
Teamwork skills to:	work with participants, support staff and healthcare professionals.
Technology skills to:	access the internet to source sport injury prevention and management information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSPT001 Implement sport injury prevention and management strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement sport injury prevention and management strategies that involves:

warm-up

cool-down

applying taping to:

the thumb

the ankle

the finger

the elbow

applying taping to two of the following:

the full shoulder

the knee

the Achilles tendon

assessing one injured participant and one ill participant using:

DRSABCD (Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillator) principles

STOP (Stop, Talk, Observe, Prevent) principles

TOTAPS (Talk, Observe, Touch, Active movement, Passive movement, Skills test) principles

managing one participant with a sport-specific injury or illness

managing one participant with a medical condition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to implementing sport injury prevention and management strategies

roles and responsibilities of sports trainers, participants, coaches, support staff and healthcare professionals applicable to implementing sport injury prevention and management strategies

limitations of role in relation to advising on injuries, illnesses, medical conditions, medications, injury prevention and management, nutrition and hydration

types, causes, impacts on participation, symptoms and management of typical sport injuries and illnesses

types, impacts on participation and management of medical conditions:

asthma

diabetes

epilepsy

cardiovascular conditions

infections

sources and types of data on sport injuries and illnesses:

incidence

severity

prevalence

cause

types of injuries

major muscle actions and joint mechanics relevant to movement in sport

types of sport injury risks:

environmental conditions

equipment

other participants

participant mismatch

poor officiating

unsafe participant behaviours

training regime

previous injuries

fitness levels

purpose and application of assessment strategies:

DRSABCD principles

STOP principles

TOTAPS principles

purpose and application of sport injury prevention strategies:

screening

training and physical conditioning:

strengthening exercises

stretching exercises

protective equipment

basic hydration and nutrition

taping

warm-up

cool-down

purpose and application of injury, illness and medical management strategies:

RICER (Rest, Ice, Compression, Elevation, Referral)

NO HARM (Heat, Alcohol, Running, Massage)

first aid

universal precautions

basic hydration and nutrition

taping

warm-up

cool-down

transport

taping techniques:

purpose of taping

contraindications and precautions for taping

pre-taping and post-taping requirements

types, qualities and functions of taping products including tapes, adherents, removers and barriers

types, functions and safe use of taping equipment

techniques for taping ankles, thumbs, fingers, elbows, full shoulder, knees and Achilles tendon

ergonomic taping practices

sport injury prevention and management terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

organisational policies and procedures applicable to implementing sport injury prevention and management strategies.

Assessment must ensure use of:

taping equipment and products

participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSQU001 Conduct squash coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in squash.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Squash

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for squash sessions with foundation level participants.	1.1. Confirm assigned squash session duties with supervisor. 1.2. Interpret squash session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report squash session set-up problems to supervisor.
2. Conduct squash sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of squash session activity instructions and safe participation requirements. 2.2. Communicate and model squash participation behaviour standards. 2.3. Present, sequence and pace squash session activities to meet squash session plans. 2.4. Instruct and demonstrate safe squash techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete squash sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in squash sessions to identify wear and tear and report to supervisor. 3.4. Pack up squash equipment, resources and refreshments according to organisational policies and procedures.
4. Review squash sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for squash session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSQU001 Conduct squash coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three squash coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting squash coaching sessions with foundation level participants

squash tactical and technical fundamentals for foundation level participants:

tactical:

moving the opponent around the court

breaking up opponent's game

court positioning

returning to the ‘T’

playing to the gaps

rally and game strategies

technical:

grip

drive

lob

serve and return of serve

volleying

model swing

court movement

organisational layout of squash activities

squash equipment and resources:

squash court

squash racquets

squash balls

eye protection

safe set-up and layout

safe condition

safe use

safe pack-up

squash rules, regulations and policies applicable to coaching foundation level participants

squash safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

squash session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in squash. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

squash rules, regulations and policies applicable to coaching foundation level participants

squash facilities, equipment and resources:

marked-up squash court

squash racquets

squash balls

eye protection

organisational safety, emergency response and first aid procedures for squash.

Assessment must ensure use of:

squash session plan

a supervisor and squash foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in surf life saving.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Surf Life Saving

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for surf life saving sessions with foundation level participants.	1.1. Confirm assigned surf life saving session duties with supervisor. 1.2. Interpret surf life saving session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report surf life saving session set-up problems to supervisor.
2. Conduct surf life saving sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of surf life saving session activity instructions and safe participation requirements. 2.2. Communicate and model surf life saving participation behaviour standards. 2.3. Present, sequence and pace surf life saving session activities to meet surf life saving session plans. 2.4. Instruct and demonstrate safe surf life saving techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete surf life saving sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in surf life saving sessions to identify wear and tear and report to supervisor. 3.4. Pack up surf life saving equipment, resources and refreshments according to organisational policies and procedures.
4. Review surf life saving sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for surf life saving session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

SISSSUR201A Teach the basic skills of surf life saving

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three surf life saving coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting surf life saving coaching sessions with foundation level participants

surf life saving tactical and technical fundamentals for foundation level participants:

beach sprints

surf board paddling

surf boat rowing

inflatable rescue boat (IRB)

reel and rescue

surf ski paddling

surf swimming

organisational layout of surf life saving activities

surf life equipment and resources:

beach

pool

club house

surf boards

surf skis and paddles

flags

inflatable rescue boat (IRB)

reel and rescue equipment

marker buoys

safe set-up and lay-out

safe condition

safe use

safe pack-up

surf life saving rules, regulations and policies applicable to coaching foundation level participants

surf life saving safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

surf life saving session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in surf life saving. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

surf life saving rules, regulations and policies applicable to coaching foundation level participants

surf life saving facilities, equipment and resources:

beach or pool

surf boards

surf skis and paddles

flags

inflatable rescue boat (IRB)

reel and rescue equipment

marker buoys

organisational safety, emergency response and first aid procedures for surf life saving.

Assessment must ensure use of:

surf life saving session plan

a supervisor and surf life saving foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM001 Coach swimmers up to a competitive level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to a competitive level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Nil

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to a competitive level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to a competitive level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to a competitive level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to a competitive level.
2. Prepare swimming sessions for swimmers up to a competitive level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to a competitive level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to swimmers up to a competitive level.
3. Conduct swimming sessions for swimmers up to a competitive level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to a competitive level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to a competitive level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet needs of swimmers up to a competitive level and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to a competitive level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to a competitive level. 5.2. Reflect on own swimming coaching practice of swimmers up to a competitive level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to a competitive level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to a competitive level ask open and closed questions and actively listen to determine and meet needs of swimmers up to a competitive level interact with swimmers up to a competitive level in a polite and positive manner give swimming instructions to swimmers up to a competitive level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to a competitive level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM001 Coach swimmers up to a competitive level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to a competitive level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to a competitive level

tactical and technical fundamentals of swimming for swimmers up to a competitive level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breaststroke

backstroke

butterfly

general, stroke-specific and relay starts

tumble, twist, stroke-specific and medley turns

general and stroke-specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to a competitive level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to a competitive level

roles and responsibilities applicable to swimming coaches and officials of swimmers up to a competitive level

swimming session planning for swimmers up to a competitive level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for swimmers up to a competitive level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to a competitive level

methods of observation and feedback during swimming sessions with swimmers up to a competitive level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self-reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies relevant to coaching swimmers up to a competitive level.

Assessment must ensure use of:

session plan template

swimmers up to a competitive level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM002 Coach swimmers up to a high performance level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to a high performance level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Ni

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to a high performance level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to a high performance level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to a high performance level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to a high performance level.
2. Prepare swimming sessions for swimmers up to a high performance level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to a high performance level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to swimmers up to a high performance level.
3. Conduct swimming sessions for swimmers up to a high performance level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to a high performance level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to a high performance level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet needs of swimmers up to a high performance level and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to a high performance level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to a high performance level. 5.2. Reflect on own swimming coaching practice of swimmers up to a high performance level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to a high performance level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to a high performance level ask open and closed questions and actively listen to determine and meet needs of swimmers up to a high performance level interact with swimmers up to a high performance level in a polite and positive manner give swimming instructions to swimmers up to a high performance level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to a high performance level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM002 Coach swimmers up to a high performance level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to a high performance level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to a high performance level

tactical and technical fundamentals of swimming for swimmers up to a high performance level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breaststroke

backstroke

butterfly

general, stroke specific and relay starts

tumble, twist, stroke specific and medley turns

general and stroke specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to a high performance level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and competition schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to a high performance level

roles and responsibilities applicable to coaches and officials of swimmers up to a high performance level

swimming session planning for swimmers up to a high performance level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for swimmers up to a high performance level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to a high performance level

methods of observation and feedback during swimming sessions with swimmers up to a high performance level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies applicable to coaching swimmers up to a high performance level.

Assessment must ensure use of:

session plan template

swimmers up to a high performance level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM003 Coach swimmers up to an elite level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to an elite level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Nil

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to an elite level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to an elite level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to an elite level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to an elite level.
2. Prepare swimming sessions for swimmers up to an elite level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to an elite level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to swimmers up to an elite level safety.
3. Conduct swimming sessions for swimmers up to an elite level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to an elite level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to an elite level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet swimmers up to an elite level needs and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to an elite level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to an elite level. 5.2. Reflect on own swimming coaching practice of swimmers up to an elite level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to an elite level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to an elite level ask open and closed questions and actively listen to determine and meet needs of swimmers up to an elite level interact with swimmers up to an elite level in a polite and positive manner give swimming instructions to swimmers up to an elite level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to an elite level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM003 Coach swimmers up to an elite level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to an elite level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to an elite level

tactical and technical fundamentals of swimming for swimmers up to an elite level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breast stroke

backstroke

butterfly

general, stroke specific and relay starts

tumble, twist, stroke specific and medley turns

general and stroke specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to an elite level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to an elite level

roles and responsibilities of swimming coaches and officials applicable to swimmers up to an elite level

swimming session planning for swimmers up to an elite level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set up and layout

safe condition

safe use

safe participation requirements for swimmers up to an elite level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to an elite level

methods of observation and feedback during swimming sessions with swimmers up to an elite level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies applicable to coaching swimmers up to an elite level.

Assessment must ensure use of:

session plan template

swimmers up to an elite level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTNS001 Coach junior players in tennis

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach junior tennis players in the tactics and skills of tennis. This can include red, orange and green stage tennis players.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in tennis clubs and centres.

Specific industry accreditation requirements apply to tennis coaching accreditation and information should be obtained from Tennis Australia.

Pre-requisite Unit

Ni

Competency Field

Tennis

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan tennis sessions for junior players.	1.1. Gather and review tennis player information to assess developmental readiness. 1.2. Set tennis session objectives to meet developmental readiness. 1.3. Determine session content to address tennis session objectives. 1.4. Select coaching practices to meet tennis session objectives. 1.5. Develop and document tennis session plans for junior players.
2. Prepare tennis sessions for junior players.	2.1. Prepare facilities, equipment and resources to meet tennis session plan requirements. 2.2. Select and set up equipment for safe use by junior players. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to junior player safety.
3. Conduct tennis sessions for junior players.	3.1. Communicate and confirm junior player understanding of tennis session activity instructions and safe participation requirements. 3.2. Present, sequence and pace tennis session activities according to tennis session plans. 3.3. Select and use communication styles to achieve tennis session objectives. 3.4. Observe junior player practice to assess player ability to perform activities. 3.5. Modify tennis session activities as required to meet junior player needs and environmental conditions. 3.6. Monitor tennis sessions to identify and address risks to junior player safety. 3.7. Analyse player performance and provide feedback to players to improve skills. 3.8. Conduct end of tennis session review to evaluate tennis session plan and inform future tennis session planning processes.
4. Promote good behaviour.	4.1. Communicate and model tennis participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address player poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own tennis coaching practice of junior players. 5.2. Reflect on own tennis coaching practice of junior players to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future tennis sessions with junior players. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret tennis session plans interpret documents that describe tennis organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage junior players ask open and closed questions and actively listen to determine and meet junior player needs interact with junior players in a polite and positive manner give tennis instructions to junior players.
Numeracy skills to:	estimate time and space requirements for tennis session activities sequence activities pace tennis session activities to meet tennis session plan manage pair and group work for odd and even numbers of junior players.
Learning skills to:	reflect on personal coaching practices and communication styles as part of the review process set and monitor tennis session objectives.
Problem-solving skills to:	respond to needs of individual junior players select strategies to address junior player poor behaviour respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTNS001 Coach junior players in tennis

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to junior tennis players on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching junior players in tennis

tactical and technical fundamentals of tennis for junior players

fundamental aspects of stroke production for junior players:

grip

stance

footwork

initial preparation

swing pattern

contact

follow-through

tennis competencies for junior players

modifying activities for junior players:

regress activities by simplifying equipment and environment:

smaller racquet

low compression balls

reduce playing space

break down skill into parts and progressively add more parts

reduce decision making related to tactical outcomes

progress activities by changing equipment and environment:

change ball

increase playing space

encourage use of whole skill

increase decision making related to tactical outcomes

organisational layout of tennis activities:

set-up of activities on court

position of players and coach

role of coach:

feeding

roaming

rallying

type of activity:

whole group

partner station

combination

tennis rules, regulations and policies applicable to coaching junior players in tennis:

International Tennis Federation rules of tennis

Tennis Australia:

rules and etiquette for non umpired matches

dress and equipment regulations

code of behaviour

tennis session planning for junior players:

session objectives

progression and regression activities and modified games

activities inclusive of all players

designing activities that require players to think and make meaningful decisions about tennis situations

linking sessions to develop and progress skills

group organisation

tennis equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe tennis participation requirements for junior players:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of junior players

methods of observation and feedback during tennis sessions with junior players:

how, what and when to observe

timing of feedback

tennis session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tennis. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

organisational safety, emergency response and first aid procedures for tennis

Tennis Australia rules, regulations and policies applicable to coaching junior players.

Assessment must ensure use of:

session plan template

tennis facilities, equipment and training aids:

marked-out tennis court with a net

tennis racquets

tennis balls

tennis coaching aids

junior tennis players to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTNS002 Coach intermediate players in tennis

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach intermediate tennis players in the tactics and skills of tennis.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in tennis clubs and centres.

Specific industry accreditation requirements apply to tennis coaching accreditation and information should be obtained from Tennis Australia.

Pre-requisite Unit

Ni

Competency Field

Tennis

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan tennis sessions for intermediate players.	1.1. Gather and review tennis player information to assess intermediate player developmental readiness. 1.2. Set tennis session objectives to meet intermediate player developmental readiness. 1.3. Determine session content to address tennis session objectives. 1.4. Select coaching practices to meet tennis session objectives. 1.5. Develop and document tennis session plans for intermediate players.
2. Prepare tennis sessions for intermediate players.	2.1. Prepare facilities, equipment and resources to meet tennis session plan requirements. 2.2. Select and set up equipment for safe use by intermediate players. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to intermediate player safety.
3. Conduct tennis sessions for intermediate players.	3.1. Communicate and confirm intermediate player understanding of tennis session activity instructions and safe participation requirements. 3.2. Present, sequence and pace tennis session activities according to tennis session plans. 3.3. Select and use communication styles to achieve tennis session objectives. 3.4. Observe intermediate player practice to assess player ability to perform activities. 3.5. Modify tennis session activities as required to meet intermediate player needs and environmental conditions. 3.6. Monitor tennis sessions to identify and address risks to intermediate player safety. 3.7. Analyse player performance and provide feedback to players to improve skills. 3.8. Conduct end of tennis session review to evaluate tennis session plan and inform future tennis session planning processes.
4. Promote good behaviour.	4.1. Communicate and model tennis participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address player poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own tennis coaching practice of intermediate players. 5.2. Reflect on own tennis coaching practice of intermediate players to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future tennis sessions with intermediate players. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret tennis session plans interpret documents that describe tennis organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage intermediate players ask open and closed questions and actively listen to determine and meet intermediate player needs interact with intermediate players in a polite and positive manner give tennis instructions to intermediate players.
Numeracy skills to:	estimate time and space requirements for tennis session activities sequence activities pace tennis session activities to meet tennis session plan manage pair and group work for odd and even numbers of intermediate players.
Learning skills to:	reflect on personal coaching practices and communication styles as part of the review process set and monitor tennis session objectives.
Problem-solving skills to:	respond to needs of individual intermediate players select strategies to address intermediate player poor behaviour respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTNS002 Coach intermediate players in tennis

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to intermediate tennis players on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching intermediate players in tennis

tactical and technical fundamentals of tennis for intermediate players

analysis of movement and stroke production for intermediate players:

from ground up

from contact point back to ground

from ball flight back to contact to ground

from key aspects of stroke production including shoulder / trunk on forehand ground stroke

modifying activities for intermediate players:

regress activities by simplifying equipment and environment:

smaller racquet

low compression balls

reduce playing space

break down skill into parts and progressively add more parts

reduce decision making related to tactical outcomes

progress activities by changing equipment and environment:

change ball

increase playing space

encourage use of whole skill

increase decision making related to tactical outcomes

organisational layout of tennis activities:

set-up of activities on court

position of players and coach

role of coach:

feeding

roaming

rallying

type of activity:

whole group

partner station

combination

types of competitions and pathways for intermediate tennis players:

local and regional competition pathways:

intra-club competition

inter-club competition

association competition

regional competition

national tournament pathways:

Junior Development Series (JDS)

Junior Tournaments

ITF (International Tennis Federation) Juniors

Australian Money Tournaments (AMT)

Australian Pro Tour

tennis rules, regulations and policies applicable to coaching intermediate players in tennis:

International Tennis Federation rules of tennis

Tennis Australia:

rules and etiquette for non umpired matches

dress and equipment regulations

code of behaviour

roles and responsibilities of tennis officials

roles and responsibilities of tennis officials:

linesperson

chair umpire

court supervisor

referee

tennis session planning for intermediate players:

session objectives

progression and regression activities and modified games

activities inclusive of all players

designing activities that require players to think and make meaningful decisions about tennis situations

linking sessions to develop and progress skills

group organisation

tennis equipment and resources:

selection

safe set-up and layout

safe condition

safe use

tennis safe participation requirements for intermediate players:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of intermediate players

methods of observation and feedback during tennis sessions with intermediate players:

how, what and when to observe

timing of feedback

tennis session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tennis. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

organisational safety, emergency response and first aid procedures for tennis

Tennis Australia rules, regulations and policies applicable to coaching intermediate players.

Assessment must ensure use of:

session plan template

tennis facilities, equipment and training aids:

marked-out tennis court with a net

tennis racquets

tennis balls

tennis coaching aids

intermediate tennis players to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTOU001 Participate in touch at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical touch skills at an intermediate level through participation in touch.

This unit applies to athletes in the Australian sport industry competing in touch at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Touch

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level touch activities.	1.1. Interpret and apply touch rules, regulations and policies to touch participation. 1.2. Participate in touch training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level touch skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using touch communication systems and terminology.
2. Prepare to compete in touch at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical touch skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical touch skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for touch competitions.
3. Implement touch game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret touch game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level touch performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level touch performance. 4.2. Analyse touch competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level touch performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level touch training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTOU001 Participate in touch at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in touch at an intermediate level that involves:

complying with touch rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

emonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in touch at an intermediate level

tactical and technical fundamentals of touch for intermediate level athletes:

tactical:

set plays

patterns and principles of play in attack

patterns and principles of play in defence

decision making

match analysis

game plans for team and individuals

weather and ground conditions

communication

technical:

running

passing and catching

positional play

play the ball

touch biomechanical principles

types, characteristics, function and safe use of touch equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level touch athletes:

physical

tactical

training activities for intermediate level touch athletes:

intermediate drills

warm-ups and cool-downs

breaking down and sequencing skills

grid work

manual work

competitions and pathways for intermediate level touch athletes

types and content of game plans for intermediate level touch athletes:

individual and team

targeting opposition athletes

style of play

set plays

identifying weaknesses in opposition team

situational plays

types and methods of analysing competition statistics for intermediate level touch athletes:

penalties

errors

team plays

touchdowns

types and potential impacts of environmental conditions

intermediate level touch rules, regulations and policies

methods for self reflection

touch communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a touch environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

touch rules, regulations and policies

organisational policies and procedures applicable to participating in touch at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

touch equipment and facilities:

marked-out touch field

touch balls

uniforms

touch opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in tenpin bowling.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Tenpin Bowling

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for tenpin bowling sessions with foundation level participants.	1.1. Confirm assigned tenpin bowling session duties with supervisor. 1.2. Interpret tenpin bowling session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report tenpin bowling session set-up problems to supervisor.
2. Conduct tenpin bowling sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of tenpin bowling session activity instructions and safe participation requirements. 2.2. Communicate and model tenpin bowling participation behaviour standards. 2.3. Present, sequence and pace tenpin bowling session activities to meet tenpin bowling session plans. 2.4. Instruct and demonstrate safe tenpin bowling techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete tenpin bowling sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in tenpin bowling sessions to identify wear and tear and report to supervisor. 3.4. Pack up tenpin bowling equipment, resources and refreshments according to organisational policies and procedures.
4. Review tenpin bowling sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for tenpin bowling session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three tenpin bowling coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting tenpin bowling coaching sessions with foundation level participants

tenpin bowling tactical and technical fundamentals for foundation level participants:

balance

approach

release

four-step delivery

correct weight of ball for bowler

correct fit of ball for bowler

centre rules and etiquette

organisational layout of tenpin bowling activities

tenpin bowling equipment and resources:

bowling shoes

bowling balls

pins

lane markers

coloured tape

score sheets and boards

safe set-up and lay out

safe condition

safe use

safe pack-up

tenpin bowling rules, regulations and policies applicable to coaching foundation level participants

tenpin bowling safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

tenpin bowling session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tenpin bowling. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

tenpin bowling rules, regulations and policies applicable to coaching foundation level participants

tenpin bowling facilities, equipment and resources:

tenpin bowling facility with space and lanes for at least 10 participants

score sheets or boards

bowling shoes

bowling balls

pins

lane markers

coloured tape

organisational safety, emergency response and first aid procedures for tenpin bowling.

Assessment must ensure use of:

tenpin bowling session plan

a supervisor and tenpin bowling foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSVOL001 Coach volleyball participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach volleyball participants up to an intermediate level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in volleyball clubs and organisations.

Specific industry accreditation requirements may apply to volleyball coaching accreditation and information should be obtained from Volleyball Australia.

Pre-requisite Unit

Nil

Competency Field

Volleyball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan volleyball sessions for participants up to an intermediate level.	1.1. Gather and review volleyball participant information to assess developmental readiness of participants up to an intermediate level. 1.2. Set volleyball session objectives to meet developmental readiness of participants up to an intermediate level. 1.3. Determine session content to address volleyball session objectives. 1.4. Select coaching practices to meet volleyball session objectives. 1.5. Develop and document volleyball session plans for participants up to an intermediate level.
2. Prepare volleyball sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet volleyball session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to participants up to an intermediate level.
3. Conduct volleyball sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of volleyball session activity instructions and safe participation requirements of participants up to an intermediate level. 3.2. Present, sequence and pace volleyball session activities according to volleyball session plans. 3.3. Select and use communication styles to achieve volleyball session objectives. 3.4. Observe participants up to an intermediate level practice to assess participant ability to perform activities. 3.5. Modify volleyball session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor volleyball sessions to identify and address safety risks to participants up to an intermediate level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of volleyball session review to evaluate volleyball session plan and inform future volleyball session planning processes.
4. Promote good behaviour.	4.1. Communicate and model volleyball participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own volleyball coaching practice of participants up to an intermediate level. 5.2. Reflect on own volleyball coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future volleyball sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret volleyball session plans interpret documents that describe volleyball organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give volleyball instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for volleyball session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSVOL001 Coach volleyball participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver coaching in volleyball to participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching volleyball participants up to an intermediate level

tactical and technical fundamentals of volleyball for participants up to an intermediate level:

lunging

jumping

diving

spiking

setting

passing

serving

blocking

indoor and beach aspects

analysis of movement for volleyball participants up to an intermediate level

modifying activities for volleyball participants up to an intermediate level:

regress activities

progress activities

organisational layout of volleyball activities

types of competitions and pathways for volleyball participants up to an intermediate level

volleyball rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of volleyball coaches and officials applicable to participants up to an intermediate level

volleyball session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about volleyball situations

linking sessions to develop and progress skills

group organisation

volleyball equipment and resources:

selection

safe set-up and layout

safe condition

safe use

volleyball safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during volleyball sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

volleyball session review processes

methods for self-reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in volleyball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

volleyball facilities, equipment and training aids:

volleyball court

nets

volleyballs

teaching and coaching tools

video equipment

sports science testing equipment

witches hats

spiking frame

organisational safety, emergency response and first aid procedures for volleyball

Volleyball Australia rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

volleyball participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI008 Plan, conduct and review training and recovery programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a training program designed to refine the skills and performance of individuals participating in physical activities at a high performance level.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess participant ability to meet the demands of high level performance.	1.1. Identify requirements of high level performance for participant physical activity. 1.2. Use approved assessment methods appropriate to demands of participation in the physical activity to assess participant fitness and skill levels. 1.3. Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 1.4. Establish high performance participant aims and priorities for the training program. 1.5. Establish agreed program needs and objectives.
2. Plan a training program to meet participant requirements.	2.1. Investigate current national and international trends and innovations in high performance training program design. 2.2. Implement principles of high performance training program design to meet identified needs of participant and high performance objectives of the physical activity. 2.3. Consider competition requirements and align competition opportunities within training program. 2.4. Incorporate cross-training opportunities where appropriate to meet program objectives. 2.5. Incorporate principles of recovery into training program design. 2.6. Identify and select equipment and resource requirements for each stage of the program. 2.7. Include evaluation methods to monitor training program. 2.8. Schedule and document training program according to organisational policies and procedures.
3. Implement the training program.	3.1. Explain and demonstrate safe performance of exercises and activities. 3.2. Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.3. Use motivation techniques to enhance participant performance.
4. Monitor and adjust the training program.	4.1. Monitor and modify participant progress in consultation with support staff. 4.2. Identify errors, potential problems and areas for improvement in performance and communicate these to participant. 4.3. Monitor skill performance, physical performance and participant wellbeing throughout training program and adapt methods and instructional styles to maximise outcomes. 4.4. Adjust sessions and training program according to results of monitoring. 4.5. Provide feedback to participants to improve performance. 4.6. Evaluate training program according to methods outlined in plan and in consultation with participant and support staff. 4.7. Identify symptoms of negative adaptation and refer participants with symptoms of negative adaptation to relevant support staff.
5. Manage competitive and performance events during the program.	5.1. Address relevant competitive and performance strategies, tactics and support needs. 5.2. Continually monitor participant condition throughout competition events to determine factors that affect performance. 5.3. Implement changes according to results of monitoring.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information on trends, innovations and best practice principles of the sport and high performance training methods.
Numeracy skills to:	interpret, use, discuss and record assessment and performance data.
Technology skills to:	access the internet to source industry information.

Unit Mapping Information

SISSSCO513 Plan and implement high performance training and recovery programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI008 Plan, conduct and review training and recovery programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate three high performance training programs that includes at least eight training sessions each and meet the needs of participants.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to planning and implementing high performance training programs

advanced principles of skill acquisition

anatomy, physiology and biomechanics relevant to safe planning and implementation of high performance training programs:

type and structure of joints as they relate to joint mobility, joint integrity and risk of injury

major muscles, their actions, and the role of muscles during contraction

structure and function of the musculoskeletal system

structure of the cardio respiratory system and the relationship between exercise intensity and circulatory and ventilation responses

requirements of high level performance:

physiological and fitness targets

psychological targets

tactical and strategic approaches

skill performance and technique development targets

competition and performance targets

types of assessment methods:

performance in the activity

tests of skills, techniques, tactics and strategies

tests of psychological and physiological developmental readiness

demands of participation:

psychological and physiological status

skills

techniques

tactics

strategies

principles of high performance training program design:

specificity

progressive overload

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality and maintenance

principles of recovery:

training stimulus

adaptation

tapering

training volume and intensity

planning for recovery

types of evaluation methods:

fitness assessments

lab assessments

discussions

training and competition performances

training diaries

types of motivation techniques:

goal setting

positive feedback

roles of support staff

indicators of participant wellbeing:

injury status

psychological status

emotional status

general self-esteem

anger and stress management

detraining

health

self-discipline

types and safe use of training equipment:

cardiovascular

free weight

hydraulic

exercise balls

sport-specific

bars

steps

bands

resistance

pin-loaded

electronically braked

air-braked

pool-based

resource requirements:

ratio of instructors to participants

ratio of equipment to participants

equipment

time

finance

transport

accommodation

types of monitoring:

questioning and discussing

observing

cross referencing

ongoing functional assessments of performance

consulting with other support staff.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

training and recovery facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to planning and implementing high performance training and recovery programs

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

individuals with training goals and individual performance history.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI009 Instruct strength and conditioning techniques

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to use drills, exercises and activities to instruct individuals undertaking fitness programs in strength and conditioning techniques to achieve personal fitness goals.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Coaching and Instruction

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess participant status.	1.1. Select and implement testing protocols to assess participant fitness level. 1.2. Evaluate participant training background and exercise history to inform participant needs. 1.3. Identify strength and conditioning techniques to be developed with support staff according to participant needs.
2. Select strength and conditioning programs.	2.1. Select core lifts and exercises to meet participant needs. 2.2. Incorporate drills, exercise techniques and activities into strength and conditioning programs. 2.3. Select equipment to be used in strength and conditioning programs.
3. Prepare for strength and conditioning sessions.	3.1. Allocate space and resources sufficient for drills, activities and games. 3.2. Check exercise area is free from obstacles prior to session commencement. 3.3. Check equipment is in good working order prior to session commencement. 3.4. Quarantine and report faulty equipment according to organisational policies and procedures. 3.5. Arrange equipment according to exercise plan, and organisational policies and procedures.
4. Instruct strength and conditioning session.	4.1. Communicate session objectives and benefits of strength and conditioning to participants. 4.2. Explain common types of injuries that prevent session participation and confirm participants are not affected. 4.3. Instruct session according to strength and conditioning plan, organisational policies and procedures, and best practice principles of strength and conditioning training. 4.4. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and equipment manufacturer instructions. 4.5. Demonstrate strength and conditioning exercises using instructional techniques appropriate for the exercise. 4.6. Monitor participant intensity, technique and safety during strength and conditioning sessions. 4.7. Incorporate motivation techniques to maximise exercise program adherence.
5. Evaluate strength and conditioning programs.	5.1. Review participant training diaries to monitor progress. 5.2. Modify programs to meet identified participant needs. 5.3. Use testing protocols to assess participant ongoing progress. 5.4. Review own performance to identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness information.
Oral communications skills to:	use active listening and questioning to give and receive instructions and confirm understanding of participant needs interact with participants in a polite and positive manner give and receive participant feedback.
Numeracy skills to:	interpret, analyse and discuss fitness data and training diary records estimate time and space requirements for exercise activities sequence and pace session activities.
Problem-solving skills to:	assess participants and select drills, activities and games.
Teamwork skills to:	work with participants.

Unit Mapping Information

SISSSTC301A Instruct strength and conditioning techniques

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI009 Instruct strength and conditioning techniques

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct strength and conditioning techniques in three sessions where each session meets the needs of participants and is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to instructing strength and conditioning techniques

major body systems including bones, joints, muscles and their function relevant to instructing strength and conditioning techniques

types and safe use of equipment:

cardiovascular equipment

free weight equipment

hydraulic equipment

exercise balls

bars

steps

bands

resistance equipment

pin loaded equipment

electronically braked equipment

air braked equipment

pool based equipment

drills, activities and games to teach the techniques of strength and conditioning

physiological, psychological and biomechanical changes that occur with strength and conditioning training

types of testing protocols:

core stability

aerobic performance

anaerobic performance

techniques of strength and conditioning:

resistance training

aerobic endurance

anaerobic endurance

flexibility

elastic energy

abdominal

core stability

techniques of core lifts and exercises:

abdominal

roll outs

reverse crunches

side bends

prone and hold

back:

bent over row

lateral pull down

biceps:

biceps curl

hammer curl

calves and ankles:

standing calf and heel raise

peroneal flexions and wobble board

chest:

flat bench press and dumbbell version

incline dumbbell press and barbell version

forearms:

wrist curl

hip and thigh:

hip sled

back squat

forward lunge

shoulders:

seated shoulder press

machine shoulder press

triceps:

lying triceps extension

triceps pushdown

power exercises:

push press and push jerk

clean and power clean

proprioception and neuromuscular coordination exercises

exercise techniques:

hand grips

stable body and limb positioning

movement range of motion and speed

breathing

spotting

benefits of strength and conditioning training:

physiological

psychological

social

improved performance in chosen physical activity

common types of injuries:

soft tissue injury

back injury

instructional techniques:

establishing a rapport

verbal and non verbal communication

motivational strategies

goal setting

positive feedback

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

strength and conditioning facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to instructing strength and conditioning techniques

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

participants with strength and conditioning goals.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI010 Develop strength and conditioning programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate strength and conditioning programs. It focuses on the skills needed to develop programs to meet the needs of participants undertaking fitness programs to achieve personal fitness goals.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs of participants.	1.1. Analyse the strength and conditioning needs of activities. 1.2. Develop profiles for strength and conditioning program for participants using assessment measures. 1.3. Negotiate with participants and support staff to develop short, medium and long term objectives for strength and conditioning programs. 1.4. Identify career phase of participants and training phase of activities to be addressed in the program.
2. Plan strength and conditioning programs to meet identified needs.	2.1. Develop strategies to meet participant needs. 2.2. Select core lifts and exercises to address participant needs. 2.3. Establish fixed points of strength and conditioning programs and identify and document training phases. 2.4. Apply exercise selection and exercise order to maximise conditioning outcomes throughout the strength and conditioning program. 2.5. Identify equipment and resource requirements for strength and conditioning program sessions. 2.6. Develop and document strength and conditioning program schedules to meet identified participant needs and objectives. 2.7. Select evaluation methods to monitor strength and conditioning program implementation.
3. Implement strength and conditioning programs.	3.1. Supervise strength and conditioning programs. 3.2. Use strength and conditioning training methods to meet participant needs. 3.3. Observe sessions to see that exercises are conducted according to organisational policies and procedures and accepted best practice principles of strength and conditioning training. 3.4. Monitor sessions to ensure correct use of equipment during strength and conditioning sessions according to manufacturer specifications. 3.5. Establish ongoing liaison with support staff to ensure a consistent approach to strength and conditioning programs.
4. Evaluate strength and conditioning programs.	4.1. Evaluate strength and conditioning programs according to methods identified in strength and conditioning program plans. 4.2. Review participant training diaries to monitor progress. 4.3. Use assessment measures to assess participant progress. 4.4. Seek and receive feedback from participants and support staff. 4.5. Implement modifications to strength and conditioning programs to meet identified needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness information.
Writing skills to:	document strength and conditioning programs in the required detail and format.
Oral communications skills to:	use active listening and questioning to give and receive instructions and confirm understanding of participant needs interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret, analyse and discuss fitness data and training diary records schedule, sequence and pace strength and conditioning program activities.
Problem-solving skills to:	assess participants and select strength and conditioning program activities.
Teamwork skills to:	work with participants and support staff.

Unit Mapping Information

SISSSTC402A Develop strength and conditioning programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI010 Develop strength and conditioning programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate three strength and conditioning programs that include at least eight training sessions each and meet the needs of participants.

Knowledge Evidence

emonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to developing strength and conditioning programs

major body systems, bones, joints, muscles and their function applicable to planning and implementing strength and conditioning programs

anatomical, physiological and biomechanical differences of participants including age and sex

physiological adaptation to strength and conditioning training

strength and conditioning training techniques

exercise prescription and exercise order principles

physical constraints that may affect planning for strength and conditioning programs

types and safe use of equipment:

cardiovascular equipment

free weight equipment

hydraulic equipment

innovative equipment

exercise balls

bars

steps

bands

plyometric training systems

resistance equipment

pool based equipment

types of participant requirements:

competition performance

pre-adolescent

mature aged

disability

reconditioning

rehabilitation

types of profiles:

physical

psychological

tactical

technical

leadership skills

types of assessment measures:

discussion with participants

physical ability tests

trials

performances in familiar environment

performances in unfamiliar environment

field assessments of fitness components

performance history

types of objectives:

enjoyment

competition and performance

selection

tapering

peaking

maintenance

types of career phases:

novice

intermediate

advanced

types of training phases:

macro-cycles

micro-cycles

meso-cycles

pre-season

in-season

post-season

four year Olympic cycle

techniques of core lifts and exercises:

abdominal

roll outs

reverse crunch

side bends

prone and hold

back

biceps

calves and ankles

chest

forearms

hip or thigh

shoulders

triceps

power exercises

proprioception and neuromuscular coordination exercises

techniques of strength and conditioning:

resistance training

aerobic endurance

anaerobic endurance

flexibility and stretching

elastic energy

abdominal

core stability

types of fixed points:

structure and subdivision of performance levels

availability of facilities

rules of the activity

rules of the competition or performance

intended peaks

selection dates and criteria

availability of support staff

exercise selection and order

types of evaluation methods:

fitness assessments

laboratory assessments

discussion with participants

training and competitive performances

training diaries

strength and conditioning training methods:

work duration, rest periods and frequency

periodisation

training load, repetition and volume

rehabilitation and reconditioning

core stability

types of resource requirements:

ratio of coaches to participants

ratio of equipment to participants

access to first aid facilities

access to equipment

appropriate facilities

self reflection methods.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

strength and conditioning facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to developing strength and conditioning programs

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

individual training goals and individual performance history.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND008 Manage legal compliance in sport and recreation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage organisational compliance with legal and contractual obligations in sport and recreation environments.

This unit applies to individuals working in sport and recreation organisations. This includes individuals working as program, recreation and sport coordinators, sport coaches and managers.

No licensing, legislative or certificate requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify organisational compliance obligations.	1.1. Research, interpret and analyse legislation and legal information to identify organisational legal compliance obligations. 1.2. Source, interpret and analyse organisational contracts to identify contractual obligations for individuals and the organisation. 1.3. Document and circulate organisational legal and contractual compliance information in accordance with organisational policies and procedures.
2. Assess organisational compliance.	2.1. Interpret and analyse organisational policies and procedures to assess compliance with organisational legal and contractual obligations. 2.2. Review organisational practices to assess compliance with organisational legal and contractual obligations. 2.3. Document organisational legal and contractual non compliance and risk in accordance with organisational policies and procedures. 2.4. Assess the need for and access specialist advice on organisational legal and contractual non compliance and risk. 2.5. Develop and document recommended actions to address organisational legal and contractual non compliance and risk in accordance with organisational policies and procedures. 2.6. Seek feedback on recommended actions and review and adjust recommended actions in response to feedback received.
3. Promote organisational compliance.	3.1. Develop and document new and modify existing organisational policies and procedures to meet organisational legal and contractual obligations. 3.2. Disseminate new and modified organisational policies and procedures to impacted staff within the organisation. 3.3. Support impacted staff to implement new and modified organisational policies, procedures and practices. 3.4. Monitor organisational legal and contractual compliance to assess implementation of new and modified organisational policies, procedures and practices.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to sport and recreation staff on legal and contractual compliance.
Technology skills to:	access legal and contractual information from electronic sources.

Unit Mapping Information

SISXIND404A Promote compliance with laws and legal principles

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND008 Manage legal compliance in sport and recreation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

managing organisational compliance against a legal obligation

managing organisational compliance against a contract.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing legal and contractual compliance

the relationship between organisational policies and procedures and legal and contractual compliance

techniques for reviewing organisational policies, procedures and practices

strategies for implementing organisational policies and procedures

sources of legal and contractual information

types of legal and contractual obligations

types of legal and contractual non compliances and risks

types of contracts

strategies for addressing legal and contractual non compliances and risks:

modifying organisational policies and procedures

developing new policies and procedures

modifying implementation strategies

developing new implementation strategies.

Assessment Conditions

Skills must be demonstrated in:

a sport or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

organisational policies and procedures

an expert source of legal advice

electronic device with access to the internet for research

organisational contract

staff with legal and contractual obligations.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND009 Respond to interpersonal conflict

Modification History

Not applicable.

Application

This unit of competency covers the skills and knowledge required to identify and respond to interpersonal conflict situations in the workplace.

This unit of competency applies to individuals working in a diverse range of industries where they are responsible for dealing with interpersonal conflict. This includes, but is not limited to, coaches and officials working in the Australian sport industry.

No licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prevent interpersonal conflict situations.	1.1. Establish and maintain positive working relationships with others to minimise risk of conflict situations. 1.2. Recognise and monitor interpersonal conflict triggers to identify interpersonal conflict risks. 1.3. Assess interpersonal conflict risks and implement risk control strategies to prevent interpersonal conflict situations.
2. Respond to interpersonal conflict situations.	2.1. Monitor interpersonal interactions to identify interpersonal conflict situations. 2.2. Recognise and report interpersonal conflict situations outside scope of responsibility. 2.3. Assess interpersonal conflict situations within scope of responsibility to identify and select interpersonal conflict resolution strategies. 2.4. Implement interpersonal conflict resolution strategies to defuse and resolve interpersonal conflict situations.
3. Reflect on interpersonal conflict resolution, prevention and response.	3.1. Seek feedback from others to identify areas to improve own interpersonal interactions and interpersonal conflict response. 3.2. Reflect on own interpersonal interactions and interpersonal conflict response to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in future interpersonal interactions and interpersonal conflict response.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to prevent, defuse and resolve interpersonal conflict speak clearly and firmly in a polite, professional and assertive manner with open and consistent body language negotiate to defuse aggressive behaviour.
Numeracy skills to:	estimate risk.
Problem-solving skills to:	diagnose and respond to interpersonal conflict situations.
Teamwork skills to:	create a positive work environment.
Self-management skills to:	be objective, calm and non reactive in interpersonal conflict situations.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND009 Respond to interpersonal conflict

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

respond to two interpersonal conflict that involves:

one interpersonal conflict situation with an individual external to the organisation

one interpersonal conflict situation with an individual internal to the organisation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to responding to interpersonal conflict

job role responsibilities in relation to responding to interpersonal conflict

triggers of interpersonal conflict:

different beliefs and values

different and unclear goals and expectations

disagreements

perceived and actual bias

emotional distress

different personalities

poor communication

strategies for preventing interpersonal conflict:

building rapport

discussing differences constructively

promoting cooperation and understanding

interpersonal communication and negotiation techniques:

strategic questioning and listening to gather information and direct the focus of the people involved

positive, confident and cooperative language

control of tone of voice and body language

using language and concepts appropriate to the people involved

using clear presentations of options and consequences

demonstrating flexibility and willingness to compromise

summarising positions and agreements made to confirm understanding between parties

giving constructive feedback

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a work environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to responding to conflict.

Assessment must ensure use of:

individuals with whom the individual can interact to respond to conflict.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND010 Protect children and young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to protect the safety of children and young people engaged in community based activities.

This unit applies to individuals working with children and young people in community based roles.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with children and young people.	1.1. Source and interpret industry and regulatory information to identify community child safety requirements. 1.2. Comply with child safety requirements relevant to own job role and according to organisational policies and procedures. 1.3. Practice and promote child safe behaviours in the community. 1.4. Promote and uphold the rights of children and young people in the community.
2. Manage child safety risks.	2.1. Consult with children, young people and other stakeholders to identify and assess child safety risks. 2.2. Identify and implement child safety risk controls. 2.3. Monitor child safety risks and adjust child safety risk controls to minimise and eliminate child safety risks.
3. Respond to child safety incidents.	3.1. Monitor work practices and indicators of abuse to identify child safety incidents. 3.2. Address child safety incidents within scope of own job role. 3.3. Identify and access child safety services and resources to support child safety incident response. 3.4. Report and escalate child safety incidents according to organisational policies and procedures.
4. Reflect on child safety practices.	4.1. Seek feedback from others to identify areas to improve own child safety practices. 4.2. Reflect on own child safety practices to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future child safety practices. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document child safety records.
Oral communication skills to:	ask open and closed questions and actively listen to consult with children and young people interact with children and young people in a polite and positive manner using age appropriate language.
Numeracy skills to:	estimate child safety risks.
Technology skills to:	access the internet to source child safety information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND010 Protect children and young people

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

protect children and young people over a period of one month that involves:

complying with child safety industry, regulatory and organisational requirements

identifying and controlling three child safety risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements applicable to protecting children and young people

organisational policies and procedures applicable to protecting children and young people

common legal issues when working with children and young people

job role responsibilities applicable to protecting children and young people

rights of children and young people

types, effects and signs of bullying:

physical

verbal

psychological

social

child and young person safe work practices

spectrum of behaviours:

child safe behaviour

inappropriate behaviour

unacceptable behaviour

neglect

physical and emotional abuse

risk factors for and strategies to address child sexual abuse:

grooming

societal and community cultures

types of child abuse and indicators of abuse:

sexual abuse and sexual misconduct

physical abuse

emotional abuse

neglect

family violence

organised sexual abuse

strategies for creating a child safe environment

communication techniques to engage and interact with children and young people

available support services and resources to assist with child safety issues

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based work environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to protecting children and young people.

Assessment must ensure use of:

children and young people.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

ACMEQU202 Handle horses safely

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to identify, safely catch, control and handle calm, consistent and obedient horses educated for the relevant activity. It covers knowledge of potential risks working with and around horses and following industry guidelines and procedures to ensure the welfare and safety of the individual, other workers and the horse.

The unit applies to individuals who have no experience, limited experience or no recent experience working in the relevant horse industry sector. They undertake defined routine activities under supervision and have limited responsibility for their own work. Working environments may include stables, paddocks, yards, tracks, exercise arenas and public areas.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU205 Apply knowledge of horse behaviour.

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify features of horses	1.1 Distinguish horses by their features, and describe using industry terminology 1.2 Identify common horse behaviour and social traits
2. Safely approach, catch, control and lead horses	2.1 Check and clarify supervisor instructions for tasks requiring involving approaching, catching and leading horse 2.2 Select and correctly fit personal protective equipment (PPE) 2.3 Identify, select and prepare appropriate gear for handling horses safely 2.4 Identify and report to supervisor potential safety risks prior to approaching horse 2.5 Identify horse according to instructions and observe horse body language and behaviour before approaching 2.6 Prepare halter and lead in hand prior to approaching the horse 2.7 Approach calmly and catch horse using safe handling techniques under supervision 2.8 Apply safe control when leading and tying up horse and use safe handling practices around tied-up horses 2.9 Use safe handling procedures around other handlers and horses
3. Load and unload horses under supervision	3.1 Check and clarify supervisor instructions for tasks requiring the loading and unloading of horses 3.2 Identify potential safety risks to handler and horse when loading and unloading horses, and discuss with supervisor 3.3 Select and correctly fit PPE for safe loading and/or unloading of horses 3.4 Select gear and equipment for loading horse and check gear for safety 3.5 Fit gear to horse correctly prior to loading under supervision 3.6 Load horses safely according to instructions under supervision 3.7 Position horse according to transport configuration 3.8 Unload horse safely according to instructions under supervision
4. Control horses in exercise environments	4.1 Check and clarify supervisor instructions for tasks requiring the handling of horses in public areas 4.2 Identify potential safety risks to handler and horse when handling horses in public areas, and discuss with supervisor 4.3 Select and correctly fit PPE for safe handling of horses 4.4 Select gear and equipment, including safety check of gear 4.5 Observe and identify horse body language and behaviour prior to handling in exercise environments 4.6 Use safe control when leading and standing with a horse in a public area under supervision 4.7 Use safe control when leading and standing with a horse confined in a stable or yard

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use active listening and questioning techniques to clarify and confirm supervisor instructions Use industry terminology to describe horses, gear and equipment used for handling horses
Navigate the world of work	Follow workplace procedures, including work health and safety and animal welfare requirements, relating to own role and work area Demonstrate a duty of care to self and others when working with horses
Get the work done	Assemble resources and follow clear, sequenced instructions for handling horses under supervision

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU202 Handle horses safely	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU202 Handle horses safely

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual safely handled at least three different calm, consistent and obedient horses educated for the activity being performed including:

carrying out a basic risk assessment prior to each activity, including observing and identifying horse body language

communicating clearly with supervisor, including raising safety risks or concerns

approaching, catching, controlling, leading, standing and tying up horses safely in at least one public space and one confined space, under supervision, including:

following work health and safety (WHS) procedures in the context of own work

applying safe horse handling techniques according to animal welfare requirements

fitting and correctly using horse handling gear and personal protective equipment (PPE)

loading and unloading horses to a horse transport vehicle under supervision in a calm and humane manner.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

common features of a horse, including points, colour, markings, gender, and common breeds

basic characteristics of common horse behaviour and social traits

features of horse body language

communication protocols with supervisor, and procedures within the work environment

potential hazards and risks when dealing with horses in open and confined spaces

common types of injuries sustained by horses, handlers and others during handling activities

safe horse handling zones

purpose and use of PPE and gear for handling horses

features of defective equipment and the implications to safety

quick release knots and methods of securing horses

types of horse transport and common loading configurations

difficult situations that may occur when loading and unloading horses and procedures for dealing with difficulties.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions, including open and confined spaces in suitable environments

resources, equipment and materials:

various calm, consistent and obedient horses educated for the activity and assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and activity

horse transport vehicle

PPE that is appropriate for activity and correctly fitted for individual

other people and horses in the vicinity of the assessment activity

specifications:

work instructions

relationships with others:

supervisor.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU205 Apply knowledge of horse behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to develop basic knowledge of horse behaviour, read horse body language and minimise risk to self and others when interacting with horses.

The unit applies to individuals who are new or inexperienced in handling, working with and/or riding horses. Individuals at this level work under supervision.

No occupational licensing, legislative or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. As requirements vary between industry sectors and state/territory jurisdictions, users must check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify basic horse behaviour	1.1 Outline the natural instincts, sensory perceptions and social behaviour of horses 1.2 Recognise how horse senses can influence their behaviour and reactions 1.3 Identify environmental conditions that can unsettle horses 1.4 Distinguish ways horses can respond to different people and different situations
2. Observe and interpret basic body language of horses in different situations	2.1 Distinguish a range of horse body language 2.2 Recognise body language, including posture, facial features and vocalisation, indicating a horse is relaxed in its surroundings 2.3 Recognise body language, including vocalisation, posture and facial features, indicating a horse is unsettled or in a state of agitation in its surroundings
3. Examine how horses learn and respond to different handling cues	3.1 Recognise how pressure-release training works, including how horses learn to ‘go’, ‘slow’, ‘turn’ and ‘stop’ 3.2 Distinguish different ways to reward a horse 3.3 Identify a range of common cues used when handling horses 3.4 Observe how new cues are learned by the horse
4. Identify areas of personal risk around horses	4.1 Identify situations and behaviour that lead to common accidents and injuries when interacting with horses 4.2 Recognise human body language and behaviour to avoid around horses 4.3 Identify positive actions and behaviour that handlers or riders can take to minimise risks interacting with horses
5. Minimise risk to self and others around horses	5.1 Listen carefully to supervisor instructions and ask questions or raise concerns with the supervisor about the suitability of the horse selected for handling or riding 5.2 Select personal protective equipment (PPE) appropriate for tasks, fit correctly and wear during activities with horses 5.3 Assess hazards and potential risks to self, others and the horse, and take steps to minimise risks 5.4 Interpret and respond appropriately to horse body language prior to approaching, and maintain awareness of horses at all times 5.5 Use body language and behaviour to achieve safe and positive responses from horses

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use industry terminology to describe horse behaviour, body language and cues
Navigate the world of work	Know own responsibilities and obligations when working with horses Demonstrate a duty of care to self and others when working with horses

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU205 Apply knowledge of horse behaviour	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU205 Apply knowledge of horse behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has:

observed and interpreted horse behaviour and body language of at least three different horses on separate occasions

identified hazards and determined how to minimise risk to self and others when interacting with horses in at least three different workplace areas, environments or scenarios.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

features of horse instinct and behaviour, including:

social organisation, need for space and companions

attachment, separation anxiety

flight and fear responses, arousal

features of horse senses, including vision, touch, smell, hearing and vocalisation

how to read horse body language, including posture and body position, facial features, ears, legs and tail

how to read horse body language to identify:

flight response

threatened or defensive behaviour

stress, agitation or unsettled behaviour

situations where horse behaviour may cause harm to handlers or other horses, including:

approaching from a horse’s blind spot

around other horses

leading through gateways or restricted spaces

safe handling zones when interacting with horses

basic features of how horses learn:

cues

repetition and reward

exposure to new situations and activities

basic handling and/or riding cues that assist in the control of horses

types of rewards used for horses, including pressure release, food, scratch and rub, and rest

potential hazards and risks associated with interacting with horses

strategies to minimise and control common risks associated with interacting with horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a safe workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

opportunities to observe and interpret live horses displaying different behavioural states and body language in different environments.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU210 Lunge educated horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to perform basic ground exercising techniques involving lungeing a calm and suitably educated horse. It covers the correct fitting of lungeing equipment, caring for horses pre- and post-exercise, and knowledge of potential safety risks interacting with and lungeing horses.

The unit applies to individuals who have no experience, limited experience or no recent experience working in horse industry sectors. They undertake defined routine activities under supervision with limited responsibility for their own work.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU202 Handle horses safely.

Note the following chain of prerequisites that also applies to this unit.

Unit of competency	Prerequisite requirement
ACMEQU202 Handle horses safely	ACMEQU205 Apply knowledge of horse behaviour

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to lunge horse	1.1 Follow supervisor instructions, clarify information and report problems 1.2 Identify and discuss with supervisor potential safety risks in lungeing a horse 1.3 Confirm with supervisor lunge exercise schedule 1.4 Select and correctly fit personal protective equipment (PPE) 1.5 Select, check and correctly fit lunge equipment suitable for nominated horse 1.6 Select suitable lungeing area and identify and report any hazards or risks to supervisor
2. Lunge a horse	2.1 Identify and monitor horse body language and behaviour prior to starting lungeing activity 2.2 Apply basic lungeing position as instructed 2.3 Use safe lungeing progression in walk, trot and canter in both directions 2.4 Lunge horse according to work program as instructed by supervisor 2.5 Follow horse health and welfare principles during lungeing, and cease lungeing activity and report problems or abnormalities to supervisor
3. Care for horse after exercise	3.1 Cool horse down after exercise according to supervisor instructions 3.2 Remove, clean and check lungeing gear for signs of wear or damage 3.3 Report irregularities with horse or gear to supervisor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use active listening and questioning techniques to clarify and confirm supervisor instructions Use industry standard terminology to describe and report horse lungeing activities
Navigate the world of work	Follow workplace procedures, including safety and animal welfare requirements, relating to own role and work area Demonstrate a duty of care to self and others when working with horses
Get the work done	Assemble gear and tack for task and follow clear, sequenced instructions to lunge horses

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU210 Lunge educated horses	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU210 Lunge educated horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual lunged at least three calm, consistent and obedient horses that have been educated to lunge, under supervision, including:

carrying out basic risk assessments when preparing to lunge horses:

identifying hazards and risks in horse lungeing environment

controlling risks within own role and control

monitoring basic horse health and welfare related to lunge exercise and reporting of abnormalities to supervisor

selecting and fitting lunge gear to horses as directed

using and caring for gear and equipment used for lungeing, including personal protective equipment (PPE)

performing pre- and post-exercise lunge procedures according to stable procedures

using horse lungeing techniques, including:

single lunge rein

lunge whip

controlling horse during walk, trot and canter in both directions.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

basic horse pre- and post-lunge exercise care procedures

common horse behaviour and management options related to lungeing

risks associated with working with horses on the lunge

types and indicators of horse injury related to lungeing

horse lungeing techniques and equipment

safe horse handling techniques and zones when lungeing.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace riding yard or arena, or an environment that accurately represents workplace conditions

resources, equipment and materials:

various calm, consistent and obedient horses, educated to lunge and assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and lungeing activities

correctly fitted PPE applicable to lungeing activity for the individual.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU301 Introduce horses to lunge exercise

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to educate a horse for lungeing exercise by introducing techniques, routines and gear, and voice commands and signals used to control and direct a horse to lunge calmly. It includes understanding the potential risks associated with interacting with horses, and the application of industry guidelines and procedures to ensure the welfare and safety of the individual and the horse.

The unit applies to individuals who have moderate experience in handling horses to be able to lunge a suitably educated, compliant and manageable horse in working environments that include round yards and fenced exercise arenas in a broad range of horse industry sectors. They undertake work in a range of known contexts; work under broad direction; take responsibility for own work, and use discretion and judgement in the selection and use of available resources.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU210 Lunge educated horses.

Note the following chain of prerequisites that also applies to this unit.

Unit of competency	Prerequisite requirement
ACMEQU210 Lunge educated horses	ACMEQU202 Handle horses safely
ACMEQU202 Handle horses safely	ACMEQU205 Apply knowledge of horse behaviour

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to lunge horse	1.1 Identify and assess risks associated with lungeing horses, including horse behaviour and environmental hazards and risks 1.2 Select methods and techniques for introducing inexperienced horses to lungeing 1.3 Assess suitability of horses to be trained to lunge relevant to handler skill, and discuss with supervisor 1.4 Select appropriate personal protective equipment (PPE) and ensure correct fit 1.5 Select and check lungeing equipment and fit working gear to horse according to supervisor instructions 1.6 Select suitable lungeing area and report any hazards or risks beyond own control to supervisor prior to commencing lungeing activities
2. Lunge a horse	2.1 Apply knowledge of horse behaviour to introduce lungeing to inexperienced horses 2.2 Introduce horse to lungeing exercise using safe techniques according to supervisor instructions 2.3 Maintain safe lungeing position 2.4 Use clear and appropriate lungeing cues with horse 2.5 Use safe lungeing progression in walk, trot and canter in both directions 2.6 Monitor horse health and welfare during lungeing, ceasing lungeing activity and reporting abnormalities to supervisor
3. Care for horse after lungeing	3.1 Cool horse down after exercise according to supervisor instructions 3.2 Remove, clean and check lungeing gear for signs of wear or damage 3.3 Report irregularities with horse or gear to supervisor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use clear language, correct concepts and industry terminology to ensure clarity of meaning when reporting information and requesting assistance with lungeing activities
Navigate the world of work	Take responsibility for following workplace procedures, including safe work, safe horse handling practices, and animal welfare requirements, in own role and work area
Get the work done	Assemble equipment and plan and sequence lungeing activities, taking safety and risk factors into consideration Provide and communicate solutions to a range of predictable problems associated with introducing horses to lungeing

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU301 Introduce horses to lunge exercise	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU301 Introduce horses to lunge exercise

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency must satisfy all the elements and performance criteria of this unit.

There must be evidence that the individual has introduced at least two compliant and manageable horses to lungeing, including:

identifying risks associated with lungeing horses

selecting, fitting and introducing lungeing gear to horses

controlling and positioning the horse during walk, trot and canter:

in both directions whilst safely adjusting lunge lead and whip position

using lunge whip and handler body position to encourage inexperienced horses to start, stop and follow the track during lunge exercise

using voice to control tempo and speed of inexperienced horses during lungeing exercise

selecting and performing lungeing techniques that encourage inexperienced horses to maintain speed, tempo, gait and position on the track

effectively communicating with supervisor, including raising issues of concern related to lunge exercise

monitoring basic horse health and welfare during lunge exercise and reporting abnormalities to supervisor

applying correct care of horse and equipment after lungeing.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

safe horse handling techniques, zones and positioning techniques to encourage inexperienced horses to lunge

types and purpose of personal protective equipment (PPE) suitable for lunge exercise

features of a safe work area to lunge horses

techniques for introducing inexperienced horses to lungeing

horse learning theory that can be applied to lungeing activities

purpose and reasons for lungeing horses

types, purpose, correct fit and use of horse lungeing gear

common horse behaviour, social traits, vices and responses related to lungeing horses

potential hazards and risks associated with lungeing horses:

horse behaviour

other horses in vicinity

handler skills and techniques

surface variations

area not fenced or confined

symptoms and signs of illness and injury during and after lungeing

styles of lunge exercise and exercise routines

types of working gear required for lungeing horses

types of injury that may be sustained during lunge exercise

animal welfare practices in relation to lunge exercise.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace fenced arena or round yard, or an environment that accurately represents workplace conditions

resources, equipment and materials:

various compliant and manageable horses (inexperienced in lungeing) assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and lungeing activities

PPE, correctly fitted and applicable to lungeing exercise, for the individual.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMHBR310 Prevent and treat equine injury and disease

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to recognise ailments in horses and apply procedures for the prevention and treatment of equine injury and disease.

The unit applies to individuals who work under broad direction and take responsibility for their own work. They complete routine activities and work in a range of known contexts within horse breeding or other horse industry environments.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Horse Breeding (HBR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to treat horses	1.1 Confirm the work program with supervisor 1.2 Communicate with other workers to ensure smooth operation of the process 1.3 Select, check and maintain suitable tools and equipment, including personal protective equipment (PPE) 1.4 Assess and minimise risks in treatment areas, reporting risks beyond control to supervisor
2. Recognise and report common ailments	2.1 Schedule and conduct regular checks to detect abnormal conditions 2.2 Determine common ailments, interpreting signs of distress, elevated temperatures or skin or joint condition 2.3 Report abnormal conditions, record in workplace documentation and perform actions under supervision 2.4 Perform initial first aid procedures until professional help arrives
3. Apply disease or ailment prevention procedures	3.1 Perform stable and paddock quarantine procedures 3.2 Maintain stable hygiene practices 3.3 Conduct routine annual or outbreak stimulated vaccination of horses under supervision of the veterinary practitioner 3.4 Conduct routine drenching and skin washing procedures 3.5 Identify work hazards, assess risks and implement suitable controls while handling horses 3.6 Maintain workplace records of veterinary medication and treatment
4. Treat equine injury and disease	4.1 Use twitches, yard crush and/or other restraining devices appropriate to individual horse temperament 4.2 Administer prescribed veterinary medicines under supervision 4.3 Apply dressings and poultices according to treatment practices 4.4 Handle horses safely and ethically
5. Complete hygiene and administration	5.1 Clean and store equipment used in treating horses 5.2 Dispose of containers, leftover fluids, waste and debris according to workplace procedures 5.3 Complete records and documentation

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.
Skill	Description
Reading	Interpret key information in horse treatment programs and veterinary instructions
Writing	Keep accurate records of horse condition, treatments and medications
Numeracy	Measure and interpret results for temperature, pulse, respiration and capillary refill
Oral communication	Participate in verbal exchanges to convey and obtain information about horse injury and disease prevention, and treatment programs, with a range of personnel
Navigate the world of work	Take responsibility for following workplace procedures, including safe work, safe horse handling practices and animal welfare principles, relating to own role and work area
Interact with others	Develop and maintain strong reporting relationships with supervisor Support and liaise with health practitioners in prevention and treatment programs for horses
Get the work done	Plan and sequence tasks and organise resources to complete work activities; monitoring outcomes and adjusting plans to address priorities and contingencies

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMHBR310 Prevent and treat equine injury and disease	AHCHBR306A Prevent and treat equine injury and disease	Updated to meet Standards for Training Minor changes to clarify intent of unit Code changed to reflect appropriate industry sector usage	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMHBR310 Prevent and treat equine injury and disease

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has implemented disease or injury prevention measures including performing each of the following points at least once:

performing stable hygiene practices procedures

disease and ailment prevention procedures

quarantine procedures.

There must also be evidence that the individual has treated equine injury or disease for at least two horses including:

assessing and recording vital signs of horses, including temperature, pulse, respiration and capillary refill

handling and restraining horses for observation and treatment

detecting and reporting signs of common ailments, ill health and injury

treating equine injury and disease according to instructions.

When performing all of the above points there must be evidence that the individual has:

assessed and controlled risks handling horses and in work area

handled horses safely and ethically in a firm but calm, gentle and unhurried manner

completed horse health and medication records in accordance with requirements.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

types and signs of common horse injuries

types and signs of common ailments that affect horses

indicators that can be used to assess horse health

signs and symptoms of:

abnormal or depressed appetite

life threatening conditions

range of treatments that must be applied under veterinary supervision

common horse behavioural problems

safe and ethical horse handling techniques and restraints

animal health and welfare principles and practices

hygiene and environmental practices relevant to maintaining healthy horse environments

work health and safety practices:

assessing and controlling risks

use of personal protective equipment

safe horse handling techniques

safe areas to carry out procedures.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various compliant and manageable horses assessed as suitable for the experience and skill of the individual

materials and equipment for treating horses

appropriate tack for individual, horse and activity

personal protective equipment (PPE) correctly fitted and applicable to activity for the individual

specifications:

work instructions and treatment and prevention program for individual horses

workplace recording or reporting forms.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR401 Interpret equine behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to interpret and apply knowledge of equine ethology, cognition and learning and apply these to ensure that the behavioural needs and welfare of horses are met while maintaining a safe working environment for staff and clients.

The unit applies to individuals who have an independent or management role in the performance horse industry, and require a detailed understanding of the behavioural and ethological needs of horses to make management decisions for housing, transporting and/or training horses. It applies to all horse breeds, ages and intended uses and environments, including breeding operations, riding schools, training establishments, trail riding centres and agistment centres.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate equine behaviour and the implications for management, handling and training	1.1 Compare and contrast differences and similarities between the behaviour of domestic horses and free-living horses 1.2 Determine the management implications of meeting innate equine behavioural needs 1.3 Identify unwanted problem behaviours in horses, including likely causes, treatment and prevention 1.4 Investigate evidence-based theories of equine learning, cognition and ethology and their application to the training and management of horses 1.5 Develop a strategy to communicate information about the behavioural problems of individual horses to workers and clients 1.6 Reinforce safe horse handling techniques and the risks associated working with and around horses to workers and clients
2. Apply knowledge of equine behaviour	2.1 Research current knowledge of equine cognition, ethology and learning relevant to the training and management of horses 2.2 Analyse and apply knowledge of equine cognition, ethology and learning to specific training methods, systems and techniques 2.3 Develop a plan to modify the behaviour of a horse to perform a specific task using knowledge of equine cognition and learning
3. Improve the welfare of horses using knowledge of horse behaviour	3.1 Analyse regulations and codes of practice that relate to the welfare of horses, and review current practices for compliance 3.2 Evaluate property and/or stable layout and the implications for horse behaviour and welfare 3.3 Plan and implement methods for housing horses in stables and paddocks that meet or exceed minimum welfare requirements and allow for behavioural needs 3.4 Evaluate management techniques against their impact on the welfare and behaviour of horses 3.5 Adjust staff policy and procedures to accommodate horse behaviour

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access information from a range of sources to research equine behaviour Interpret textual information to identify and select key information about equine behaviour relevant to horse welfare and work operations
Writing	Document research findings in a logically sequenced format relevant to work environment purpose and need
Oral communication	Use tone and language suitable for audience to effectively communicate safety issues relating to horse behaviour and handling
Navigate the world of work	Recognise the impact of understanding equine behaviour to improve horse welfare and work environment, including promotion of safety around horses
Interact with others	Collaborate with others contributing knowledge and skills to assist with interpreting equine behaviour
Get the work done	Sequence and organise information to achieve improvements to the welfare of horses in the work environment Analyse problems and risks relevant to equine behaviour in the work environment and devise strategies or plans to address Use familiar digital systems and tools to access, analyse and present information relevant to role and work area

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR401 Interpret equine behaviour	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR401 Interpret equine behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency must satisfy all the elements and performance criteria of this unit.

There must be evidence that, on at least one occasion, the individual has:

researched current information about:

equine cognition, ethology, behaviour and learning

current regulations and codes of practice relating to horse welfare and behaviour and work health and safety (WHS)

accurately interpreted equine behaviour including body language, vocalisation, locomotory behaviour and interactions with other horses

developed and implemented a strategy or plan to:

communicate information about the behavioural problems of individual horses to workers and clients

apply knowledge of equine behaviour and research findings to manage horse handling, training, transport, housing and/or husbandry

apply knowledge of equine cognition and learning to modify the behaviour of a horse to perform a specific task

apply knowledge of equine behaviour, animal welfare and WHS practices and legislative requirements to staff policies and procedures and work operations.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

the evolutionary basis of horse behaviour and its impact on the behavioural needs of horses

the behavioural needs and patterns of domestic horses, including:

handled and unhandled horses

herd behaviour

current research in equine cognition, ethology, behaviour and learning

the application of research to the management, handling, housing and training of horses

the effect of the environment, housing, handling , training and management decisions on the behaviour and welfare of horses

work health and safety (WHS) standards, policies and procedures relevant to workplace and legislative requirements

animal welfare standards, policies and procedures relevant to workplace and legislative requirements.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to live horses to observe behaviour

technology to access information, and/or sources of current information on equine behaviour

specifications:

workplace and staff policies and procedures in which to add equine behaviour.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR402 Manage horses to meet performance horse sport requirements

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to plan for and participate in various performance horse sports. It includes complying with sport rules and regulations; presenting horses in a range of disciplines; undertaking competition day duties; participating in industry inquiries, protests and appeals; and managing related documentation and records.

The unit applies to individuals with moderate horse handling skills who are responsible for the management of competition and performance horses competing in recognised equestrian competitions. Equestrian performances range from Olympic sports of dressage, show jumping and evening, to other sports including camp drafting, cutting, showing, polocrosse, pony club competitions, endurance riding, western disciplines, and working equitation.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate horse sport opportunities	1.1 Identify and analyse competitive performance horse sports and their governing body structures 1.2 Develop business goals for participating in performance horse sports 1.3 Determine the suitability of horse breeds for performance horse sports 1.4 Complete horse suitability check for nominated horses, and assess risks associated with the horse and/or sport event
2. Apply relevant rules, regulations and responsibilities related to training and competing performance horses	2.1 Identify the relevant discipline and government rules and regulations pertaining to the training and competing of performance horses 2.2 Implement and comply with the identified training and competitor regulations and obligations 2.3 Implement and comply with the relevant regulations and obligations relating to security of premises, horses and medications 2.4 Implement and comply with the relevant regulations relating to animal welfare, biosecurity and safe handling and riding practices
3. Organise performance horse transport	3.1 Select sport-specific transport methods according to individual horse needs and workplace requirements 3.2 Develop transportation strategy within legislative responsibilities and codes of practice requirements 3.3 Organise timely and safe transportation of horses
4. Manage horse presentation for competition	4.1 Determine the appropriate presentation requirements for the sport or competition 4.2 Select and maintain tack and equipment to meet competition requirements 4.3 Implement a strategy to prepare and present horses
5. Perform the competition day duties of a trainer and/or competitor	5.1 Organise staff to assist with competition and travelling 5.2 Use effective communication skills when dealing with competition staff and event personnel 5.3 Compete or support competitor in showing or competing horses within the rules and regulations of the discipline 5.4 Organise the care of horses before and after competitions
6. Comply with competition procedures, rules and regulations	6.1 Identify and comply with competition entry and participation criteria to ensure compliance with the rules of entry and competition 6.2 Identify the functions of judges and officials at competitions, and communicate relevant details to staff 6.3 Comply with sport drug, medication and withholding rules for horses 6.4 Present horses for drug testing according to competition procedures, rules and regulations
7. Participate in protests, inquiries and appeals	7.1 Gather, organise and present relevant information for a protest, inquiry and appeal 7.2 Observe and comply with the rights, responsibilities, rules and regulations of protests, inquiries and/or appeals

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual information in formal competition procedures, rules and regulations Identify key information relevant to horse sport in a wide range of documents, including contracts, horse evaluation reports and horse records
Writing	Accurately complete application and other forms required by the horse sport Compose clear and logically structured written responses to protests, inquiries and/or appeals
Numeracy	Calculate costs and resource requirements associated with participating in the horse sport
Oral communication	Participate in verbal exchanges using language appropriate for a range of personnel, including clients, contractors, staff, judges and officials
Navigate the world of work	Recognise, follow and adhere to explicit and implicit protocols, rules and regulatory responsibilities related to own work
Interact with others	Follow accepted communication practices and protocols in managing horse sport activities Collaborate and cooperate with others to achieve joint outcomes relevant to the horse sport activity
Get the work done	Plan, sequence and schedule multiple activities required for horse sport, and monitor implementation, making adjustments as necessary Assess and control risks and regulations associated with horse sport activities in own role and work area Use familiar digital systems and tools to access, analyse, record and present information relevant to horse sport activity

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR402 Manage horses to meet performance horse sport requirements	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR402 Manage horses to meet performance horse sport requirements

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has planned, organised and participated in at least one performance horse sport event, involving fit competition horses, including:

researching, interpreting and complying with competition and sport rules, regulations and requirements, horse breed characteristics, equipment, medication and attire rules

assessing and controlling risks associated with horse sport activity within own role and work area

managing health and welfare of performance horse before, during and after competitions, including during transport

handling horses safely and humanely according to industry practices and legislative requirements for:

work health and safety (WHS)

animal welfare

biosecurity

sustainability

organising equipment and using tack humanely and safely according to relevant sport regulations

managing horse presentation for competition, including preparing and turning out individual horses to meet sport-specific requirements

performing the competition day duties of a trainer and/or competitor

participating in protests, inquiries and appeals.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

horse sports and performance opportunities relevant to the specific breed, business or requirements of clients

the timing, qualification requirements and locations of competition opportunities relevant to business goals or client requirements

sport and breed governing bodies, structure and function relevant to competition requirements, including:

eligibility to compete

breed standards

qualification requirements

roles of officials and judges

disciplinary, protest and appeal procedures

details of competition rules and regulations relevant to the sport or discipline, including:

tack and equipment

withholding periods

administration of medication

presentation and dress standards

horse requirements

horse breeds and performance characteristics

criteria for determining horse suitability for specific activity, including indicators of when the horse is not fit for current or further competition

horse health and welfare standards and procedures

equine transport options and the effect of transport on equine health and welfare

sports psychology principles relevant to sport competition

key requirements of current standards, policies and procedures, and legislation relevant to horse sports:

WHS

animal welfare, including current Prevention of Cruelty to Animals Acts

environmental management

biosecurity.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions in a real horse sport setting

resources, equipment and materials:

live, compliant and manageable horses that have been assessed as suitable for the riders involved in the horse sport

appropriate tack for individual, horse and competition activity

personal protective equipment correctly fitted and appropriate for activity for riders

transport for horses

technology to access, prepare and present information

specifications:

sources of current information on competition rules, and current WHS, animal welfare, environmental management and biosecurity practices and regulations.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR403 Evaluate equine training methodologies

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to review, evaluate and select specific training methodologies or techniques to achieve stated training and performance goals within welfare, workplace and safety requirements. It involves in-depth knowledge of a range of training methodologies and techniques relevant to the discipline or sport in which the horse is to be trained.

The unit applies to individuals who have responsibility for overseeing or implementing training programs for horses to achieve identified goals and meet workplace needs in any performance or leisure horse discipline. It covers a range of work environments, including stables, paddocks, yards, exercise arenas and public areas; and is relevant to a wide range of horse breeds, ages and uses, including high performance, young, breeding, pleasure horses and retired horses.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine training needs	1.1 Assess the training and education needs of individual horses relevant to the sport or discipline 1.2 Identify factors that may impact on horse ability to progress through a training program 1.3 Assess the requirements and capabilities of riders, drivers or handlers to achieve training outcomes, considering safe horse handling and riding techniques at all times 1.4 Determine specific training program goals and develop a timeline to achieve these goals
2. Select and implement training program	2.1 Review potential training methodologies and techniques relevant to the identified training needs of the horse 2.2 Evaluate identified training methodologies for efficacy, humaneness, cost and suitability to meet horse and workplace needs 2.3 Select a training program to meet identified goals, horse and workplace needs 2.4 Determine resources required to implement the training program 2.5 Identify industry training specialists for use in the training program, and evaluate on the basis of credibility, experience and humaneness 2.6 Develop and oversee the implementation of the program in consultation with industry specialists
3. Evaluate training program outcomes	3.1 Monitor and record horse progress through the training program 3.2 Evaluate horse progression through the program, and assess training outcomes against training program goals 3.3 Adjust the training program and implement changes as necessary

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access information about current training methodologies from a range of sources Interpret textual information to identify and select key information about training methodologies relevant to work context
Writing	Produce logically sequenced written training documentation, schedules and/or plans relevant to work context, purpose and need
Numeracy	Calculate costs and charges and schedule timelines related to training plans
Navigate the world of work	Recognise, follow and comply with standards, rules and regulatory requirements related to evaluating horse training methodologies Recognise the impact of training methodologies on improving horse performance
Interact with others	Follow accepted communication practices and protocols when dealing with a range of equine industry personnel Collaborate and cooperate with others to achieve joint outcomes relevant to work activity
Get the work done	Review a range of information to inform and assess options for improving horse training programs, taking into consideration a range of relevant factors Coordinate multiple activities and resources to achieve work outcomes Use familiar digital systems and tools to access, analyse, record and present information relevant to evaluating methodologies for horse training

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR403 Evaluate equine training methodologies	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR403 Evaluate equine training methodologies

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has researched, selected, implemented and evaluated at least two training programs for different performance horses, including:

researching current information relevant to equine training methodologies, equine cognition, ethology, behaviour and learning

accurately interpreting equine behaviour, including body language, vocalisation, locomotory behaviour and interactions with other horses

assessing the current state of education and physical readiness of horses to undergo training

identifying the current horse-related skills and knowledge of clients or riders

determining the training program goals

evaluating possible training methodologies and outcomes against knowledge of:

current practices in safe horse handling and training

equine behaviour, health and welfare

equine anatomy, physiology and biomechanics

horse learning theory principles and ethology

selecting training program to meet identified goals as well as horse and workplace needs

determining resource requirements to meet training program goals

overseeing delivery of the training program

evaluating horse responses to, and outcomes of, training program.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

equine anatomy, physiology and biomechanics

equine behaviour, including body language, vocalisations, locomotory behaviour

equine cognition and ethology

learning theory principles and implementation

equine health and welfare

training methodologies, including underpinning assumptions, evidence base, credibility, effectiveness and humaneness

skills required of riders, drivers or handlers to safely interact with their horse to meet identified goals

techniques for assessing:

horse suitability for riders, drivers or handlers

hazards and risks associated with training programs

equipment, tack and resource requirements

current research in equine training, cognition, learning and behaviour

industry specialists relevant to the sport or discipline

key requirements of standards, policies and procedures and legislation for:

work health and safety

animal welfare, including current Prevention of Cruelty to Animals legislation.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

live horses to use for observation of behaviour and to determine the training they need

technology to access information, and/or sources of current information on training methodologies

specifications:

guidelines for preparing training plans and assessing risk and horse suitability.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR407 Implement an equine facility maintenance, improvement and management program

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency describes the skills and knowledge to manage, improve and maintain the resources of an equine industry property and determine a management strategy for the facility covering all resources within the financial limitations of the business.

The unit applies to individuals who have responsibility for the management and maintenance of horse organisations such as training and breeding establishments, riding schools and agistment centres.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Audit the condition of existing resources and infrastructure of the property	1.1 Identify the natural and built resources and infrastructure necessary to conduct the operations of the organisation to meet business goals 1.2 Conduct an audit of the condition and suitability of existing natural and built resources and infrastructure on the property to meet operational needs, business goals and work health and safety requirements 1.3 Identify resources that require upgrading, renewal or construction, and prioritise the list according to organisation operations, environmental and safety obligations and business goals
2. Analyse the current use and maintenance of existing property resources	2.1 Analyse the effectiveness and efficiency of the current use of the existing natural resources to meet operational needs, environmental obligations and business goals 2.2 Assess the effectiveness and efficiency of the current use of the existing infrastructure and machinery resources to meet operational needs, environmental obligations and business goals 2.3 Analyse the effectiveness and efficiency of the current use of labour resources to meet operational needs and business goals 2.4 Assess the effectiveness of and expenditure on maintenance of existing resources and facilities 2.5 Identify and prioritise specific areas for improvement in the use and maintenance of existing resources to meet operational needs and business goals
3. Analyse the environmental, economic and planning constraints and their effect on the planning process	3.1 Determine the economic parameters for the maintenance and development of the property 3.2 Undertake a cost-benefit analysis of making identified improvements to resources or maintenance schedules to meet business goals 3.3 Assess the potential environmental impacts of the proposed improvements or changes to maintenance activities 3.4 Identify the federal, state and local planning laws and codes that have jurisdiction over the property 3.5 Develop a costed property improvement and maintenance plan that considers financial, labour, ongoing maintenance, legal and environmental requirements to meet operational needs and business goals
4. Implement property improvement and maintenance plan	4.1 Develop a schedule with specific timelines to implement the plan within nominated budget, labour and resourcing parameters 4.2 Design and develop site plans for proposed changes to the layout of the property in accordance with improvement plan 4.3 Identify, prioritise and schedule the tasks associated with managing and maintaining the natural resources of the property 4.4 Engage contractors to complete specialist construction works or maintenance activities nominated in improvement plan 4.5 Monitor and evaluate progress of plan implementation against plan goals and schedule 4.6 Adjust the implementation of the plan to meet operational needs or business goals 4.7 Train staff in tasks required to implement improvements or conduct maintenance activities
5. Establish recordkeeping procedures to assist in the management of resources	5.1 Identify, select or create a recordkeeping system to meet operational needs and business goals 5.2 Identify and keep records required for competition horse facilities 5.3 Create and implement an inventory for property, machinery, equipment and tack and feed resources
6. Manage the maintenance of plant and equipment	6.1 Ensure that all plant and equipment used on the property is safe and serviceable according to manufacturer specifications 6.2 Implement a maintenance schedule for plant and equipment 6.3 Access specialist advice and repair to plant and equipment according to organisation practices 6.4 Follow procedures for safe storage, application and disposal of chemicals and hazardous substances 6.5 Train staff in the procedures for the inspection and safe maintenance of plant and equipment, and safe storage and disposal of chemicals
7. Manage the maintenance of gear and tack	7.1 Ensure that all gear and tack used on the property is safe and serviceable, according to relevant work health safety and animal welfare regulations 7.2 Access specialist advice regarding maintenance, suitability and appropriateness of gear and tack according to organisation practices 7.3 Implement and monitor adherence to maintenance schedule for gear and tack 7.4 Train staff in the procedures for the inspection and safe maintenance of gear and tack 7.5 Maintain accurate records relating to the maintenance of all gear and tack

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Review a range of textual and numerical information from a variety of sources to identify key details, make judgements and determine work requirements
Writing	Produce logically sequenced and structured written documents, plans or schedules
Numeracy	Analyse financial data and costs relating to budgets Calculate and adjust timelines in schedules or plans
Navigate the world of work	Take responsibility within own role for maintaining and managing facilities and property to meet organisational goals and comply with regulatory requirements, including work health and safety and animal welfare
Interact with others	Select and use appropriate written and verbal communication practices to train staff and oversee others in work area
Get the work done	Plan and sequence multiple tasks and prioritise on the basis of financial constraints, operational needs and business goals Assess and control risks and reflect on approaches taken within own role and work area Use familiar workplace technologies and systems to access, prepare and communicate information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR407 Implement an equine facility maintenance, improvement and management program	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR407 Implement an equine facility maintenance, improvement and management program

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has implemented at least one equine facility maintenance, improvement and management program, including:

conducting an audit of the condition and suitability of property resources to identify and prioritise safety issues and resources requiring upgrading, renewal or construction

researching planning, legal and government regulations relevant to maintaining or modifying the use of infrastructure on the property

analysing efficiency, effectiveness and cost benefits of resources and labour

developing a costed property improvement and maintenance plan and schedule, considering financial, labour, ongoing maintenance, legal and environmental requirements to meet operational needs and business goals

developing an inventory of property, machinery, equipment and tack and feed resources and associated recordkeeping procedures

supervising and training staff in maintenance activities and safe work practices

supervising the activities of contractors and suppliers

adhering to regulatory and workplace procedures and practices relevant to role and property management activities for:

animal welfare

work health and safety (WHS)

biosecurity

environment and sustainability.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

specific infrastructure, labour, natural resources, equipment, machinery and tack required to support the operational needs and business goals of the organisation

economic, legal and environmental parameters relevant to planning and the implementation of property improvement or maintenance activities

recordkeeping requirements and systems

relevant training needs, courses and qualifications required of staff

contractor and supplier services and overview of costs

industry standard maintenance procedures for the maintenance and service of gear, tack, plant and equipment to comply with relevant work health safety, sport and other legislative requirements

regulations pertaining to plant, equipment and property and appropriate standards and codes regarding structures to contain horses

key requirements of WHS regulations and guidelines relating to:

risk assessment, control and review

due diligence for staff and other personnel

safe horse handling techniques

handling, storage and disposal of chemicals

personal protective equipment including correct use, storage and maintenance, and replacement requirements

key requirements of biosecurity standards, relevant to horse disease and hygiene standards

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care and housing of horses

key requirements of environmental and sustainability standards, policies and procedures relevant to equine facilities and properties.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions, which includes natural resources such as paddocks, native vegetation and water sources, as well as live horses, plant and machinery

resources, equipment and materials:

workplace technology for accessing and preparing information

specifications:

information about property facilities and resources, and costs to develop plans, schedules and budgets

relationships (internal and/or external):

staff to train and other personnel to coordinate.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR503 Evaluate performance horse conformation

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency describes the skills and knowledge required to assess the conformation of horses for various performance horse sports. It covers the implications of conformation on performance and the development of corrective measures and action plans for young horses to minimise future problems.

The unit applies to individuals who have managerial responsibilities within performance horse training and breeding organisations for selecting horses for various performance horse sports. They work independently within organisational guidelines, applying extensive knowledge of horse conformation and industry skills to achieve outcomes.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research key features of horse conformation	1.1 Analyse and report on the conformation of horses using objective, standard conformation terminology 1.2 Observe and identify desirable conformation of horses relevant to breed standard or performance discipline 1.3 Observe and identify unsoundness and blemishes of horses 1.4 Identify the essential elements of the movement of the horse relevant to breed standard and performance discipline 1.5 Design and apply conformation and movement selection criteria indices when assessing horses
2. Analyse the relationship of conformation to specific performance horse sports	2.1 Establish ideal sport-specific conformation according to sport or sector guidelines 2.2 Apply ideal sport-specific conformation to horse selection procedures according to organisation guidelines 2.3 Identify undesirable sport-specific conformation traits, and determine the implications of these traits on performance 2.4 Implement strategies to resolve or manage undesirable conformation traits to reduce negative impacts on performance horses
3. Assess conformation in young horses and develop correction plan	3.1 Assess and report on the conformation of foals using standard conformation terminology 3.2 Assess and report on foal and young horse conformation against established breed and sport standards 3.3 Identify undesirable characteristics of foal and young horse conformation
4. Develop conformation correction plan for young horses	4.1 Develop corrective action plan to rectify undesirable characteristics in consultation with industry professionals 4.2 Ensure strategies in corrective action plan meet organisation objectives and comply with animal welfare and work health and safety requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Undertake independent research to access key information on horse conformation and requirements of performance horse sports Analyse written information in a range of technical veterinary and/or scientific reports
Writing	Collate data and observations for monitoring, reviewing and reporting on horse conformation
Navigate the world of work	Take responsibility for complying with regulatory requirements including work health and safety and animal welfare within own role and area of work Follow safe, ethical and humane horse handling industry practices
Interact with others	Use industry concepts, terminology and protocols for communicating with a variety of people in undertaking work
Get the work done	Plan and sequence strategies for analysing, researching and correcting horse conformation Analyse problems and risks, devise solutions and reflect on approaches taken relevant to evaluating performance horse conformation

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR503 Evaluate performance horse conformation	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR503 Evaluate performance horse conformation

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has observed, examined and evaluated the conformation of at least three horses, including at least one foal or other young horse, including:

handling horses safely and humanely during examinations and observations

reporting on the conformation of horses covering:

desirable and undesirable conformational features

requirements of established breed and sport standards

developing corrective action plans to manage undesirable characteristics and rectify conformation traits of individual horses

using health care practices, including bandaging and hoof care as part of corrective action strategies

complying with regulatory requirements and workplace and industry procedures and practices relevant to role and evaluating performance horse conformation, including:

animal welfare and prevention of cruelty to animals

work health and safety.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

techniques for analysing horse conformation

desirable and undesirable conformation characteristics of horses

performance horse breeds and conformation characteristics

breed conformation standards of excellence

industry standard conformation terminology

performance horse sports and requirements

normal and abnormal features of horse gaits and movement

features of unsoundness and blemishes in horses and foals

veterinary procedures for correcting abnormal conformation, including for young horses

farriery procedures for correcting abnormal conformation, including for young horses

key features of horse husbandry practices

key requirements of work health and safety regulations and guidelines relating to:

risk assessment, control and review

safe horse handling techniques

personal protective equipment (PPE)

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care of horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various live horses, including foals and young horses – note that young horses can be less compliant and highly reactive, and should be assessed as suitable for the experience and skill of the individual

materials and information about horse conformation, or technology to access the information.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR505 Manage fitness in performance horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the knowledge and skills required to assess options, design strategies and manage conditioning programs for horses. It includes monitoring horse responses to conditioning and competition schedules, responding to problems, and managing spelling and return-to-work periods.

This unit applies to individuals who have management responsibilities in professional horse businesses, working independently and in conjunction with others within organisational guidelines. They have extensive knowledge of horses in a wide range of situations and may have responsibility for highly valuable animals.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the physiological and structural adaptations of the musculoskeletal system of horses to conditioning	1.1 Identify the anatomical and physiological effect of conditioning regimes on adaptations in major body systems of horses 1.2 Assess structural differences in physical appearance and muscling between conditioned and unconditioned horses 1.3 Determine strategies and techniques to use for conditioning horses
2. Assess changes to the cardiovascular and respiratory systems in response to conditioning	2.1 Arrange for blood tests to be taken and analysed for indicators of fitness and response to training, in consultation with veterinary experts 2.2 Use heart rate monitors or stethoscopes, using safe horse handling techniques, to evaluate horse fitness and response to training 2.3 Monitor and record heart rate pre- and post-exercise to determine the impact of exercise and competition, and to track changes in fitness 2.4 Measure and record respiratory rates following exercise to evaluate the impact of exercise and track changes in fitness 2.5 Investigate training and conditioning techniques to improve lung function and gas exchange efficiency, and apply where appropriate
3. Monitor and evaluate physiological outcomes of conditioning and exercise programs	3.1 Determine and document conditioning and fitness goals 3.2 Monitor and adapt program on a regular basis to ensure short- and long-term goals are achieved 3.3 Develop and implement a training and conditioning program to achieve required physiological adaptations 3.4 Identify and manage exercise-related illness and injury
4. Evaluate contribution of feed sources on energy production in exercising horses	4.1 Evaluate nutrient sources for their potential contribution to the energy needs of the horse relative to exercise regime, intensity and duration 4.2 Evaluate nutritional supplements suitable for inclusion in the diet of horses undergoing a fitness program
5. Manage fatigue in horses	5.1 Identify causes of fatigue in exercising horses and develop measures to prevent or manage fatigue during training and competition 5.2 Identify the signs and effects of fatigue, and develop measures to minimise harm to the horse
6. Monitor and manage thermoregulation efficiency in exercising horses	6.1 Develop and implement strategies to prevent over-heating during the training and competition schedule 6.2 Identify the signs of over-heating in horses and take appropriate and rapid measures to provide relief 6.3 Ensure that horses are kept appropriately hydrated during exercise, travel and competition 6.4 Identify the signs of dehydration in horses and take appropriate and rapid measures to provide relief
7. Manage spelling and resumption of work in performance horses	7.1 Incorporate planned periods of rest into the design of training and competition schedules 7.2 Arrange rest or spelling periods to minimise loss of fitness 7.3 Develop and implement strategies to manage the transition from work to spelling 7.4 Monitor the health and welfare of horses being spelled

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Extract and interpret technical information relating to horse fitness and conditioning in veterinary reports, test results and progress reports
Writing	Prepare written conditioning programs and specifications for individual horses using clear language, accurate industry terminology and logical structure
Numeracy	Interpret health and conditioning data, including trends in heart rate responses and performance against goals or industry norms Measure and calculate ration formulations, and speeds and distances travelled, in horse records
Navigate the world of work	Take responsibility for complying with regulatory requirements, including work health and safety and animal welfare, within own role and area of work Follow safe, ethical and humane horse handling industry practices
Interact with others	Select and use appropriate communication protocols and conventions when seeking or sharing information with others
Get the work done	Organise and plan sequential programs for multiple horses; monitoring actions against stated goals, and adjusting plans and resources in response to changing conditions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR505 Manage fitness in performance horses	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR505 Manage fitness in performance horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has managed the fitness and conditioning programs for a workplace, including at least two horses requiring different conditioning requirements, including:

handling horses safely and fitting appropriate equipment and tack, including heart rate monitors or stethoscopes

developing and adapting a sequential conditioning program to achieve nominated exercise or competition goals for the horse

taking and recording vital signs and other relevant health and welfare indicators

measuring and evaluating the physical condition of the horse to assess adaptation to conditioning program

administering medications and nutraceuticals including but not limited to oral electrolyte drenches

recording, monitoring, and managing health issues related to exercise, including soft tissue injuries, fatigue, overheating, dehydration

complying with regulatory requirements and workplace and industry procedures and practices relevant to role and managing fitness in performance horses, including:

animal welfare and prevention of cruelty to animals

work health and safety.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

key features of anatomy and physiology of horse body systems

key features of exercise physiology, including adaptations of horse body systems to exercise

equine body condition scoring systems

basic principles of chemistry relating to performance fitness

basic principles of biology relating to performance fitness

normal and abnormal blood test parameters relevant to exercise

equipment relevant for implementing a conditioning program, including:

heart rate monitors

tack and protective equipment

performance horse conditioning techniques and methods

common horse health problems and injuries related to exercise

risk factors for the development of exercise-related injuries and disease

features of thermoregulation

feed, supplements and nutraceuticals relevant to maintaining the health and welfare of exercising horses

sites and mechanisms of feed digestion

key requirements of work health and safety regulations and guidelines relating to:

risk assessment, control and review

safe horse handling techniques

personal protective equipment

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care of horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various live horses assessed as suitable for the experience and skill of the individual

materials and information about horse conditioning programs, or technology to access the information

appropriate tack for individual, horse and conditioning activity

personal protective equipment (PPE) correctly fitted and applicable to activity for the individual

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

AHCBUS506A Develop and review a business plan

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing and reviewing a business plan and defines the standard required to: set strategic goals, targets and directions for the enterprise; determine clear and measurable indicators of operational performance; identify and design risk management and mitigation strategies; develop appropriate operational plans; document the business plan; monitor the business plan to identify strengths, weaknesses and areas for improvement.

Application of the Unit

Application of the unit	This unit applies to those whose role is to set the short, medium or long term goals and targets for the business plan and may relate to marketing and production targets, resource and asset development and management, acquisitions, capital, property improvements, and operational systems.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine scope	1.1. Scope of the business plan and associated systems is determined in consultation with key and specialist personnel. 1.2. Accurate information is accessed to inform business plan development. 1.3. Trends and seasonal variations are accounted for and incorporated into the business plan. 1.4. Strategic goals, targets and directions of the enterprise are accounted for in the development of the business plan. 1.5. Legal obligations are understood and complied with in developing the business plan.
2. Prepare business plan	2.1. Operational goals and targets that enhance opportunities to meet the enterprise strategic plan are developed. 2.2. Supply chains are identified and incorporated into the business plan. 2.3. Risk management needs are identified and addressed within the business plan. 2.4. Trial systems are incorporated in order to test budgetary impact and operational potential prior to full implementation of the business plan. 2.5. Indicators of operational performance are clear and measurable and allow for realistic analysis of performance.
3. Document and review business plan	3.1. Fiscal and operational systems that enhance performance management and suit enterprise requirements are included. 3.2. Resource considerations are incorporated into the business plan. 3.3. Business plan is accurately documented and clearly communicated to all relevant parties. 3.4. Performance against the business plan is monitored to identify strengths, weaknesses and areas for improvement. 3.5. Recommendations to improve the business plan and associated systems are made as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
set realistic goals operate manual and/or electronic commercial systems consider and evaluate alternatives develop and manage supply chains design performance criteria, and operational and tactical plans that are incorporated into a business plan analyse information and results identify and design risk management and mitigation strategies identify and design appropriate operational plans use literacy skills to fulfil job roles as required by the organisation. The level of skill may range from reading and understanding documentation to completion of written reports use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record complex workplace measures use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
budgeting forecasting relevant industrial awards and agreements communication techniques risk management factors and priorities indicators of operational performance the fiscal and operational systems, and the resource considerations, that are relevant to business planning logical and analytic methods profit and loss and cash flow systems working knowledge of environmental, OHS, industrial relations, taxation, corporate and industry legislation as they relate to the enterprise capital investment analysis.

Evidence Guide

EVIDENCE GUIDE
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	Competence in developing and reviewing a business plan requires evidence that demonstrates ability to scope the business plan and determine key objectives and targets. The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: set strategic goals, targets and directions for the enterprise determine clear and measurable indicators of operational performance identify and design risk management and mitigation strategies develop appropriate operational plans document the business plan monitor the business plan to identify strengths, weaknesses and areas for improvement.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Business plans may include:	the goals and targets for the business plan which may be short, medium or long term and may relate to marketing and production targets resource and asset development and management, acquisitions capital property improvements operational systems.
Operational goals and targets may include:	link directly to the enterprise strategic plan and also to Occupational Health and Safety (OHS), environment, quality and customer/market satisfaction key result areas.

Unit Sector(s)

Unit sector	Business

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage appointments and diaries for personnel within an organisation, using manual and electronic diaries, schedules and other appointment systems.

It applies to individuals employed in a range of work environments who provide administrative support to teams and individuals.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish schedule requirements	1.1 Identify organisational requirements and protocols for diaries and staff planning tools 1.2 Identify organisational procedures for different types of appointments 1.3 Determine personal requirements for diary and schedule items for individual personnel 1.4 Establish appointment priorities and clarify in discussion with individual personnel
2 Manage schedules	2.1 Identify recurring appointments and deadlines, and schedule these in accordance with individual and organisational requirements 2.2 Establish availability of attendees, and schedule new appointments in accordance with required timelines and diary commitments 2.3 Negotiate alternative arrangements and confirm when established appointments are changed 2.4 Record appointments and manage schedules in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4	Interprets textual information from a range of sources and identifies relevant information
Writing	2.1-2.4	Uses clear and succinct language to complete and update workplace documentation
Oral Communication	1.1, 1.3, 1.4, 2.3	Participates effectively in spoken interactions using listening and questioning techniques to confirm and clarify understanding
Numeracy	2.1, 2.2	Makes time estimations and checks logistics when scheduling appointments
Navigate the world of work	1.1, 1.2, 2.1, 2.4	Recognises and responds to explicit and implicit organisational procedures and protocols
Interact with others	1.3, 1.4, 2.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates and negotiates with others to achieve agreeable outcomes
Get the work done	1.1, 1.3, 1.4, 2.1, 2.2, 2.4	Plans a range of routine tasks accepting goals and aiming to achieve them according to predetermined deadlines Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Takes responsibility for routine low-impact decisions within familiar situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM307 Organise schedules	BSBADM307B Organise schedules	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

appropriately manage the schedules of various individuals through a process of careful planning and negotiation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, standards and codes that affect aspects of business operations or the achievement of team goals

describe organisational requirements for managing appointments for personnel within the organisation

summarise the range of appointment systems that could be used

outline important considerations when managing the schedules of others.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

office equipment and resources

a range of diaries, planners and calendars to record and schedule appointments.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their basic maintenance to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Advise on resource requirements	1.1 Calculate estimates of future and present business resource needs in accordance with organisational requirements 1.2 Ensure advice is clear, concise and relevant to achieve organisational requirements 1.3 Provide information on the most economical and effective choice of equipment, materials and suppliers 1.4 Identify resource shortages and possible impact on operations
2 Monitor resource usage and maintenance	2.1 Ensure resource handling is in accordance with established organisational requirements including occupational health and safety requirements 2.2 Use business technology to monitor and identify the effective use of resources 2.3 Use consultation with individuals and teams to facilitate effective decision-making on the appropriate allocation of resources 2.4 Identify and adhere to relevant policies regarding resource use in the performance of operational tasks 2.5 Routinely monitor and compare resource usage with estimated requirements in budget plans
3 Acquire resources	3.1 Ensure acquisition and storage of resources is in accordance with organisational requirements, is cost effective, and consistent with organisational timelines 3.2 Acquire resources within available timelines to meet identified requirements 3.3 Review resource acquisition processes to identify improvements in future resource acquisitions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 2.4, 2.5, 3.3	Identifies and interprets information from a range of sources, including organisational policies and procedures
Writing	1.1, 1.3, 2.2, 2.5, 3.3	Uses clear and succinct language and appropriate layout to provide information, advice and support materials
Oral Communication	1.2, 1.3, 2.3	Presents information or advice choosing language appropriate to the context and needs of the audience Uses active listening and questioning to confirm understanding
Numeracy	1.1, 1.3, 1.4, 2.2, 2.4, 2.5, 3.1-3.3	Selects and uses appropriate tools to aid with estimation and other resource assessment requirements Uses a combination of mainly informal and some formal written mathematical equations to represent the outcomes of the resource allocation process
Navigate the world of work	1.1, 1.2, 2.1, 2.4, 3.1, 3.2	Takes some personal responsibility for adherence to organisational procedures and protocols
Interact with others	2.3	Uses collaborative techniques to engage personnel in consultations and negotiations
Get the work done	1.1, 1.3, 1.4, 2.2, 2.5, 3.3	Plans a range of routine tasks and required resources, accepting goals and aiming to achieve them within allocated timeframes Recognises and takes responsibility for addressing predictable problems in familiar work contexts Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Understands the purpose and some specific functions of some common digital tools used in work contexts Evaluates effectiveness of decisions in terms of how well they met stated goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM311 Maintain business resources	BSBADM311A Maintain business resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and record data on resource use

observe resource use over defined and operational timeframes

perform routine resource maintenance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list the key provisions of relevant legislation

identify the organisational resource acquisition policies, plans and procedures

identify the organisational procedures for record keeping/filing systems, security and safe recording practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM405 Organise meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation.

It applies to individuals employed in a range of work environments who are required to organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Make meeting arrangements	1.1 Identify the type of meeting being organised and its purpose 1.2 Identify and comply with any legal or ethical requirements 1.3 Identify requirements of the meeting and its participants 1.4 Make meeting arrangements in accordance with meeting and participants requirements 1.5 Advise participants of meeting details
2 Prepare and distribute documentation for meetings	2.1 Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2 Check documentation for accuracy and correct any errors 2.3 Distribute documentation to participants within designated timelines 2.4 Prepare spare sets of documents
3 Record and produce minutes of meeting	3.1 Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2 Produce minutes that reflect a true and accurate account of the meeting 3.3 Check minutes for accuracy and submit for approval by the nominated person 3.4 Dispatch copies of minutes within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2,1.4, 2.1, 2.2, 3.3	Identifies and interprets information from instructions, organisational policies and procedures, or legislation Compares final output with original notes to check accuracy
Writing	1.4, 1.5, 2.1, 2.2, 3.1, 3.2	Prepares complex texts from notes using appropriate structure, accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral Communication	1.3-1.5, 3.1	Listens for specific information during meetings Conveys specific instructions using vocabulary appropriate to context, purpose and audience Asks questions and listens to responses to clarify understanding
Numeracy	2.3, 3.1, 3.4	Performs calculations required to measure output against predetermined timeframes
Navigate the world of work	1.2, 1.4, 2.1	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	2.3, 3.3, 3.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.3, 1.4, 2.2-2.4, 3.4	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Understands the purposes, specific functions and key features of common digital systems and tools and operates them effectively to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM405 Organise meetings	BSBADM405B Organise meetings	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM405 Organise meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

organise a meeting and advise participants accordingly

prepare and distribute all documentation required for the meeting

take meeting notes which accurately reflect what was discussed during the meeting

produce minutes based on own notes providing an accurate account of the meeting

circulate copies of meeting minutes within predetermined timeframes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe culturally appropriate communication techniques

identify the relevant formats for agendas and minutes

list the key provisions of relevant legislation

outline organisational procedures relevant to the task.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Prepare for meetings	1.1 Develop agenda in line with stated meeting purpose 1.2 Ensure style and structure of meeting are appropriate to its purpose 1.3 Identify meeting participants and notify them in accordance with organisational procedures 1.4 Confirm meeting arrangements in accordance with requirements of meeting 1.5 Despatch meeting papers to participants within designated timelines
2 Conduct meetings	2.1 Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements 2.2 Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes 2.3 Ensure meeting facilitation enables participation, discussion, problemsolving and resolution of issues 2.4 Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting
3 Follow up meetings	3.1 Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions 3.2 Distribute and store minutes and other followup documentation within designated timelines, and according to organisational requirements 3.3 Report outcomes of meetings as required, within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 3.1, 3.2	Identifies and interprets information from complex texts including legislation, organisational policies and procedures Compares final output with original notes to check for accuracy
Writing	1.1-1.5, 3.2, 3.3	Addresses the context, purpose and audience when generating a range of texts Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral Communication	2.1-2.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Listens for specific information during meetings Asks questions and listens to responses to clarify understanding
Numeracy	1.4, 1.5, 3.2, 3.3	Recognises and interprets numerical information related to timeframes and budgets
Navigate the world of work	1.3, 2.1, 2.4, 3.1, 3.2	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	1.3, 1.5, 2.3, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction
Get the work done	1.1, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM502 Manage meetings	BSBADM502B Manage meetings	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply conventions and procedures for formal and informal meetings including:

developing and distributing agendas and papers

identifying and inviting meeting participants

organising and confirming meeting arrangements

running the meeting and following up

organise, take part in and chair a meeting

record and store meeting documentation

follow organisational policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline meeting terminology, structures, arrangements

outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings

describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams

identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

reference material in regard to meeting venues and technology, catering and transport suppliers

organisational policies and procedures for managing meetings

office supplies and equipment

computers and relevant software

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM503 Plan and manage conferences

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, promote and coordinate conferences, ensuring follow-up procedures are incorporated.

It applies to individuals employed in a range of work environments who are required to plan and manage conferences. They may work as senior administrative staff, or may be other individuals who have been delegated responsibility for planning and managing a conference.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan conference	1.1 Confirm purpose, required outcomes and style of conference with conference convenor/s 1.2 Confirm conference facilities requirements, budget, and preparation timeline with conference convenor/s 1.3 Identify speakers/presenters and/or prepare a call for papers in accordance with conference purpose and style 1.4 Draft conference program in line with stated purpose, and balance choice of program elements to allow outcomes to be achieved 1.5 Select, invite and brief speakers in accordance with conference program 1.6 Identify participant target group and project numbers in consultation with conference organisers 1.7 Plan conference administration requirements and tasks, processes and resources to ensure efficient management of conference data and resources
2 Promote conference	2.1 Establish a promotion strategy that reaches required number of target participants 2.2 Prepare publicity material in accordance with promotion strategy and budget allocation/s, and despatch within designated timelines
3 Organise conference	3.1 Make conference arrangements in accordance with booking lead times and budget allocation/s 3.2 Record acceptances, receipt fees and confirm participants within designated timelines 3.3 Identify and cater for participants’ specific needs 3.4 Confirm program details and prepare conference papers in accordance with speakers’ requirements and conference timeline 3.5 Despatch preconference information to participants within designated timelines
4 Coordinate conference proceedings	4.1 Check conference facilities to confirm they meet agreed requirements 4.2 Register participants in accordance with planned registration procedures 4.3 Communicate to participants any late changes to published program 4.4 Make contingency arrangements to ensure smooth running of conference 4.5 Ensure speakers’ schedules are managed and their conference requirements met throughout conference 4.6 Manage administration requirements during conference in accordance with conference plan/schedule
5 Follow up conference proceedings	5.1 Record, report and/or follow up conference outcomes in accordance with organisational requirements 5.2 Prepare conference papers for publication and distribution within designated timelines 5.3 Post-conference correspondence is prepared and despatched within designated timelines 5.4 Finalise receipts and payments, and acquit conference funds in accordance with organisational procedures and audit requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 1.4, 1.7, 2.2, 3.1-3.4, 4.2, 4.5, 4.6, 5.1-5.4	Interprets information from complex texts, including organisational policies and procedures
Writing	1.3, 1.4, 1.7, 2.1, 2.2, 3.1, 3.2, 3.4, 4.2, 4.3, 5.1-5.4	Addresses the context, purpose and audience when generating a range of texts Utilises information from a range of sources to prepare complex texts in required formats ensuring accuracy of spelling, grammar and punctuation
Oral Communication	1.1, 1.2, 1.5, 1.6	Participates in verbal exchanges using appropriate pitch, tone and fluency for audience, context and purpose Listens closely and asks questions to confirm or clarify understanding
Numeracy	1.2, 1.7, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.5, 4.6, 5.3, 5.4	Interprets and comprehends a range of mathematical information that is embedded in texts Performs calculations to estimate budgets, timeframes and resource requirements
Navigate the world of work	4.2, 5.1, 5.4	Recognises and responds to both explicit and implicit organisational procedures and protocols
Interact with others	1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 4.3, 5.2, 5.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.5-1.7, 2.1, 2.2, 3.1-3.5, 4.1, 4.4-4.6, 5.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Sequences and schedules activities, monitors implementation and manages relevant communication Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised

Unit Mapping

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM503 Plan and manage conferences	BSBADM503B Plan and manage conferences	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM503 Plan and manage conferences

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and investigate conference requirements

promote the conference using public relations strategies according to predetermined budgets and deadlines

coordinate conference proceedings including addressing any problems as they arise

fulfil all post-conference requirements according to organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant organisational policies and procedures for planning and managing conferences

outline tools that could be used in managing conferences

explain budgeting strategies used for projects

identify techniques for conference planning including setting milestones.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

office equipment

reference material related to conference venues, transport, accommodation and catering

necessary conference documentation

relevant contact persons, including speakers, clients and management.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan for or review the requirements of effective administrative systems and procedures for implementing, monitoring and reviewing the system.

It applies to individuals employed in a range of work environments in senior administrative roles.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for the new or modified administrative system	1.1 Identify requirements of, or modifications to, the administrative system through consultation with system users and other stakeholders in accordance with organisational and budgetary requirements 1.2 Obtain quotations from suppliers/developers for the identified requirements or modifications to be made to the system in accordance with organisational policy and procedures 1.3 Select supplier or developer in accordance with organisational policy and procedures
2 Implement new or modified administrative system	2.1 Identify and develop implementation strategies in consultation with staff 2.2 Encourage staff to participate in all stages of the implementation process 2.3 Implement system in accordance with organisational and legislative requirements 2.4 Define and communicate procedures for using the system to staff 2.5 Provide training and support for staff on the use of the new or modified system 2.6 Deal with contingencies to ensure minimal impact on users
3 Monitor administrative system	3.1 Monitor system for usage, security and output in accordance with organisational requirements 3.2 Modify system to meet changing needs in accordance with organisational requirements 3.3 Clearly identify further modifications and notify users 3.4 Monitor staff training needs and train new staff on administrative system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.5, 3.4	Actively reinforces own knowledge and skills by training or mentoring others
Reading	1.2, 1.3, 3.1	Extracts, analyses and evaluates information from complex texts, including organisational policies and procedures
Writing	1.1, 2.1, 2.4, 3.2, 3.3	Gathers and utilises information and ideas from a range of sources to create texts to meet organisational requirements Creates instructional texts using grammatical structures and vocabulary appropriate to audience and context
Oral Communication	1.1, 2.1, 2.2, 2.4, 2.5, 3.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Uses listening and questioning techniques to elicit key information and confirm understanding Presents complex information adjusting presentation style and vocabulary to suit the audience
Numeracy	1.1, 1.2	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1-1.3, 2.3, 2.4, 3.1	Develops systems to meet organisational and legislative requirements
Interact with others	1.1, 1.2, 2.1, 2.2, 2.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, providing guidance to others , where necessary
Get the work done	1.1-1.3, 2.1, 2.3, 2.4, 2.6, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Monitors progress of plans and changes them to meet new demands or priorities Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised Uses and investigates new digital technologies and applications to manage and manipulate data Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM504 Plan and implement administrative systems	BSBADM504B Plan or review administrative systems	Updated to meet Standards for Training Packages Minor title change Minor correction to wording in elements and performance criteria - ‘administration‘ changed to ‘administrative’	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with relevant personnel and stakeholders to identify administrative system improvements

document necessary requirements or modifications

provide training and support for staff to use the new or modified system

monitor the new system and identify future improvements and staff training needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant legislative and organisational policies and procedures for reviewing administrative systems

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

organisational policy and procedure manuals

reference materials

appropriate equipment.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM506 Manage business document design and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish standards for the design and production of organisational documents and to manage document design and production processes to ensure agreed standards are met.

It applies to individuals employed in a range of work environments who require well-developed skills in the use of a range of software packages. They use these skills to establish, document and implement consistent standards of document design within an organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish documentation standards	1.1 Identify organisational and legislative requirements for information entry, storage, output, and quality of document design and production 1.2 Evaluate organisation’s present and future information technology capability in terms of its impact on document design and production 1.3 Identify types of documents used and required by organisation 1.4 Establish documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements
2 Manage template design and development	2.1 Ensure standard formats and templates suit the purpose, audience and information requirements of each document 2.2 Ensure document templates enhance readability and appearance, and meet organisational requirements for style and layout 2.3 Test templates, obtain organisational and user feedback, and make amendments as necessary to ensure maximum efficiency and quality of presentation
3 Develop standard text for documents	3.1 Evaluate complex technical functions of software for their usefulness in automating aspects of standard document production 3.2 Match requirements of each document with software functions to allow efficient production of documents 3.3 Test macros to ensure they meet the requirements of each document in accordance with documentation standards
4 Develop and implement strategies to ensure the use of standard documentation	4.1 Prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users 4.2 Develop and implement training on the use of standard templates and macros and adjust the content and level of detail to suit user needs 4.3 Produce, circulate, name and store master files and print copies of templates and macros in accordance with organisational requirements
5 Develop and implement strategies for maintenance and continuous improvement of standard documentation	5.1 Monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards 5.2 Review documentation standards against the changing needs of the organisation, and plan and implement improvements in accordance with organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	4.2	Actively reinforces own knowledge and skills by training others
Reading	1.1-1.4, 2.1- 2.3, 3.1-3.3, 4.2, 4.3, 5.1, 5.2	Evaluates information from complex texts, including organisational policies and procedures Extracts and evaluates information from a range of support sources to extend understanding
Writing	1.4, 2.1, 2.3, 3.3, 4.1-4.3, 5.1, 5.2	Selects text type, subject matter and language to suit a specific audience and purpose Organises content to support the purposes and format of the product
Oral Communication	2.3, 4.3	Participates in verbal exchanges to gain information Uses listening and questioning techniques to clarify and confirm understanding Presents complex technical information adjusting presentation style and vocabulary to suit audience
Numeracy	1.4	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1, 1.4, 2.2, 4.3, 5.2	Recognises and adheres to organisational and legislative requirements
Interact with others	2.3, 4.2, 4.3	Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience
Get the work done	1.1-1.4, 2.1-2.3, 3.1-3.3, 4.2, 4.3, 5.1, 5.2	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Utilises a broad range of complex features within digital applications to improve productivity, optimising software functions for specific purposes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM506 Manage business document design and development	BSBADM506B Manage business document design and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM506 Manage business document design and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the organisational needs, requirements and information technology capabilities relevant to the design and production of documents

establish documentation standards to meet organisational requirements

design, test and amend document templates

develop and implement documentation and training to support use of standard templates and macros

monitor the implementation of standard documentation templates and macros and make improvements in line with organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe document production processes

identify costs involved with the implementation of standard documentation

explain the software applications relevant to document design and development in the organisation

identify key provisions of relevant legislation and regulations, codes and standards affecting document production

outline organisational policies and procedures relating to document production

list sources of expertise available externally to the organisation or workgroup.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

computer hardware and other document production equipment

software applications appropriate to the task

media for production of documents

samples of high quality standard documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM101 Apply basic communication skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop basic communication skills in the workplace in particular gathering, conveying and receiving information together with completing assigned written information.

It applies to individuals working under direct supervision who are developing basic skills and knowledge of workplace communication in preparation for working in a broad range of settings

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify workplace communication procedures	1.1 Identify organisational communication requirements and workplace procedures with assistance from appropriate people 1.2 Identify appropriate lines of communication with supervisors and colleagues 1.3 Seek advice on the communication method/equipment most appropriate for the task
2 Communicate in the workplace	2.1 Use effective questioning, and active listening and speaking skills to gather and convey information 2.2 Use appropriate nonverbal behaviour at all times 2.3 Encourage, acknowledge and act upon constructive feedback
3 Draft written information	3.1 Identify relevant procedures and formats for written information 3.2 Draft and present assigned written information for approval, ensuring it is written clearly, concisely and within designated timeframes 3.3 Ensure written information meets required standards of style, format and detail 3.4 Seek assistance and/or feedback to aid communication skills development

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 3.1	Reviews textual information to identify communication requirements and organisational procedures
Writing	3.2, 3.3	Drafts simple texts using appropriate grammar, spelling and punctuation in accordance with organisational standards Proofreads own texts for accuracy and compliance with organisational requirements
Oral Communication	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 3.4	Asks questions and listens to gain information or confirm understanding Listens and follows instructions
Navigate the world of work	1.1, 1.2, 3.1, 3.3, 3.4	Follows organisational policies and procedures and practices relevant to own role Develops skills required to carry out own role by seeking and acting on feedback
Interact with others	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.4	Follows instructions regarding what and how to communicate Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.3, 2.3, 3.1, 3.2, 3.3	Follows clearly defined instructions, seeking assistance when necessary Uses digital technologies following instructions to enter and retrieve data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM101 Apply basic communication skills	BSBCMM101A Apply basic communication skills	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM101 Apply basic communication skills

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

gather information about procedures, methods and equipment requirements for workplace communication, with the assistance of others

use appropriate verbal and non-verbal skills to seek and convey information in face-to-face situations

draft routine written documents within designated timeframes and check that the documents meet organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational policies, plans and procedures related to the organisation’s standards or protocols for workplace communication

describe different communication styles.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM401 Make a presentation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0

Application

This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Prepare a presentation	1.1 Plan and document presentation approach and intended outcomes 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5 Select techniques to evaluate presentation effectiveness
2 Deliver a presentation	2.1 Explain and discuss desired outcomes of the presentation with the target audience 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4 Use persuasive communication techniques to secure audience interest 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3 Review the presentation	3.1 Implement techniques to review the effectiveness of the presentation 3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.2	Reviews and analyses documents to identify information relevant to a specific presentation
Writing	1.1, 3.3	Develops material to convey ideas and information to target audience in an engaging way
Oral Communication	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2	Presents information using words and non-verbal features appropriate to the audience and context Uses listening and questioning techniques to gather information required to develop or modify presentations Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2	Selects and uses appropriate conventions and protocols to encourage interaction or to present information Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	1.1-1.5, 2.2, 2.5, 3.1-3.3	Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas Uses the main features and functions of digital tools to complete work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM401 Make a presentation	BSBCMM401A Make a presentation	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM401 Make a presentation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

effective presentation strategies and communication principles

aids and materials to support the presentation

select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify information collection methods that will support review and feedback of presentations

identify regulatory and organisational obligations and requirements relevant to presentations

describe the principles of effective communication

describe the range of presentation aids and materials available to support presentations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

equipment, materials and business software packages for making a presentation

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCRT301 Develop and extend critical and creative thinking skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to develop the habit of thinking in a more creative way through looking at things differently, musing, testing, experimenting and challenging existing thought patterns.

It applies to individuals who need to develop and extend their critical and creative thinking skills to different issues and situations and have a range of problem solving, evaluation and analysis skills.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation – Creative Thinking

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop a questioning mindset	1.1 Develop the habit of asking questions from different perspectives 1.2 Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 1.3 Sort through information and ideas to identify the central questions, issues and challenges 1.4 Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2 Generate ideas and responses	2.1 Explore and use a range of creative thinking techniques to generate ideas and responses 2.2 Muse on, play around with and have fun with ideas in relation to a perceived objective 2.3 Identify and challenge blockers to creative thinking 2.4 Consider and explore realities beyond the current situation 2.5 Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 2.6 Show willingness to take risks with ideas and thought processes 2.7 Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 2.8 Acknowledge and accept the opportunity for revelation when least expected 2.9 Identify connections and associations from things that seem unconnected
3 Challenge, test and re invent ideas	3.1 Identify, interrogate and challenge the assumptions behind ideas 3.2 Experiment with variations, and explore and challenge a range of different solutions and ideas 3.3 Consciously change perspectives, and evaluate ideas and situations in new ways 3.4 Where appropriate, involve others in ideas and how they might change or be improved
4 Enhance creative thinking skills	4.1 Consciously challenge and question own thought patterns and ways of responding to work and life situations 4.2 Identify and take opportunities to selfassess and to learn about new ideas and different ways of thinking 4.3 Take opportunities to practise and experiment with creative thinking techniques across work and life situations 4.4 Proactively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.2, 2.7, 4.2	Uses questioning as a strategy to expand knowledge Reflects on existing thinking and current practices to generate new ideas
Reading	1.2, 1.3	Comprehends textual information and integrates ideas and concepts from various sources
Writing	2.7	Takes notes on observations, experiences and thoughts
Oral Communication	3.4, 4.4	Participates in a verbal exchange of ideas and elicits the view and opinions of others by listening and questioning
Interact with others	3.4, 4.4	Collaborates with others to test, strengthen and explore new ideas and different ways of thinking
Get the work done	1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 4.2, 4.3	Uses analytical techniques to identify issues and evaluate options Contributes to the design of new approaches within the immediate work environment Understands and applies some basic principles of analytical and lateral thinking to identify and select ideas

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCRT301 Develop and extend critical and creative thinking skills	BSBCRT301A Develop and extend critical and creative thinking skills	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCRT301 Develop and extend critical and creative thinking skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

ask relevant questions to challenge and enhance creative thinking

use various information sources to provide answers to own questions

use a range of creative thinking techniques to generate ideas or responses to questions or issues

record ideas in response to a predetermined issue or situation.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain why it is important to consider different perspectives when asking questions

list and describe different creative thinking techniques

describe common blockers to creative thinking,

explain boundaries that need to be considered when generating ideas and responses

describe ways of extending and developing individual creative thinking skills.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation – critical thinking field of work and include access to specific challenges and situations to which creative thinking may be applied.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS501 Manage quality customer service

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment conditions
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation.

It applies to individuals who supervise the provision of quality customer service within an organisation’s procedures framework by others. At this level, individuals must exercise considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan to meet internal and external customer requirements	1.1 Investigate, identify, assess, and include the needs of customers in planning processes 1.2 Ensure plans achieve the quality, time and cost specifications agreed with customers
2 Ensure delivery of quality products and services	2.1 Deliver products and services to customer specifications within organisation’s business plan 2.2 Monitor team performance to consistently meet the organisation’s quality and delivery standards 2.3 Help colleagues overcome difficulties in meeting customer service standards
3 Monitor, adjust and review customer service	3.1 Develop and use strategies to monitor progress in achieving product and/or service targets and standards 3.2 Develop and use strategies to obtain customer feedback to improve the provision of products and services 3.3 Develop, procure and use resources effectively to provide quality products and services to customers 3.4 Make decisions to overcome problems and to adapt customer services, products and service delivery in consultation with appropriate individuals and groups 3.5 Manage records, reports and recommendations within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 3.5	Interprets and analyses textual information from a variety of sources and applies the knowledge that has been gained to evaluate standards for organisation’s products and services
Writing	1.2, 3.1, 3.2, 3.3, 3.5	Produces a range of text types to convey information, requirements or recommendations matching style of writing to purpose and audience
Oral Communication	1.1, 1.2, 2.1, 2.3, 3.2	Clearly articulates systems and standards in a team environment using language suitable to diverse audiences Uses listening and questioning techniques to obtain feedback and confirm understanding
Numeracy	1.2	Interprets and comprehends mathematical information in organisation’s business and customer service plans.
Navigate the world of work	2.1, 2.2, 3.1, 3.5	Recognises and applies organisational protocols and meets expectations associated with own work
Interact with others	1.1, 2.3, 3.4	Identifies and uses appropriate conventions and protocols when communicating with colleagues and customers Collaborates with others, taking into account their strengths and experience, to achieve desired outcomes Provides support in field of expertise to team
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1-3.5	Develops and implements plans using logical processes and monitors and evaluates progress against stated goals Accepts responsibility for addressing complex or non-routine difficulties, applying problem solving processes in determining a solution. Uses digital technology to access, organise and present information in a format that meets requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS501 Manage quality customer service Release 2	BSBCUS501 Manage quality customer service Release 1	Updated to clarify assessment conditions	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS501 Manage quality customer service

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0 Version created to clarify assessment conditions
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and manage organisational systems for quality customer service

develop and review plans, policies and procedures for delivering and monitoring quality customer service

implement policies and procedures to ensure quality customer service

solve complex customer complaints and system problems that lead to poor customer service

monitor and assist teams to meet customer service requirements

develop, procure and use human and physical resources to support quality customer service delivery.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation relevant to customer service

describe organisational policy and procedures for customer service including handling customer complaints

identify service standards and best practice models

summarise public relations and product promotion

outline techniques for dealing with customers including customers with specific needs

explain techniques for solving complaints including the principles and techniques involved in the management and organisation of:

customer behaviour

customer needs research

customer relations

ongoing product and/or service quality

problem identification and resolution

quality customer service delivery

record keeping and management methods

strategies for monitoring, managing and introducing ways to improve customer service relationships

strategies to obtain customer feedback.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

legislation, regulations and codes of practice related to customer service

business technology

workplace documentation and resources

complex customer complaints

case studies and, where possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain daily financial records such as reconciling debtors’ and creditors’ systems, preparing and maintaining a general ledger and trial balance and includes activities associated with monitoring cash control for accounting purposes.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts and may exercise discretion and judgement using appropriate theoretical knowledge of financial records.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain daily financial records	1.1 Correctly maintain daily financial records in accordance with organisational and legislative requirements for accounting purposes 1.2 Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational and legislative requirements 1.3 Accurately credit and debit transactions and promptly enter into journals in accordance with organisational and legislative requirements
2 Maintain general ledger	2.1 Maintain general ledger in accordance with organisational and legislative requirements 2.2 Post transactions into general ledger in accordance with organisational and legislative reporting requirements 2.3 Reconcile systems for accounts payable and receivable with general ledger 2.4 Accurately prepare trial balance from general ledger in accordance with organisational and legislative requirements
3 Monitor cash control	3.1 Ensure cash flow is accurately accounted for in accordance with organisational and legislative requirements 3.2 Make and receive payments in accordance with organisational and legislative requirements 3.3 Collect or follow up outstanding accounts within designated timelines 3.4 Check payment documentation for accuracy of information and despatch to creditors within designated timeline

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets numerical and textual information to determine and complete required activities
Writing	1.3, 2.1-2.4, 3.1-3.4	Integrates data from different sources and records numerical information in a format appropriate to context and purpose of material Prepares clear and detailed information and instructions using format, structure and tone suitable to audience
Oral Communication	1.2, 3.2, 3.3	Explains financial issues and requirements clearly, using facts and examples, and uses listening and questioning techniques to obtain sequenced instructions
Numeracy	1.1-1.3, 2.1-2.4, 3.1-3.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals and arrange/compare numerical information
Navigate the world of work	1.1-1.3, 2.1-2.4, 3.1-3.3	Recognises, understands and monitors adherence to legislative and organisational requirements in undertaking own work
Interact with others	3.3, 3.4	Understands the importance of using appropriate practices and protocols when handling confidential information
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA301 Maintain financial records	BSBFIA301A Maintain financial records	Updated to meet Standards for Training Packages Minor edits to clarify meaning of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

maintain daily transactions and identify and respond to discrepancies and errors

transfer and record financial data accurately

reconcile expenditures and revenue in a timely manner.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, codes of practice and national standards that may affect financial record keeping

discuss organisational policies and procedures relating to maintaining financial records

define credits/creditors and debits/debtors

describe principles of double entry bookkeeping and accrual accounting

identify methods of presenting financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source documents relating to financial record keeping

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA302 Process payroll

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to process payroll from provided data using manual and computerised payroll systems.

It applies to individuals employed in a range of work environments who are responsible for payroll functions within an organisation. They may work as individuals providing administrative support within an enterprise, or may be other members of staff who have been delegated payroll responsibilities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Record payroll data	1.1 Check payroll data and clarify discrepancies with designated persons 1.2 Enter employee pay period details and any deductions and allowances in payroll system in accordance with source documents 1.3 Calculate payment due to individual employees to reflect standard pay and variations in accordance with employee source data
2 Prepare payroll	2.1 Prepare payroll within designated timelines and in accordance with organisational policy and procedures 2.2 Reconcile total wages for pay period, check or correct irregularities or refer to designated persons for resolution 2.3 Make arrangements for payment in accordance with organisational and individual requirements 2.4 Obtain authorisation of payroll and individual pay advice in accordance with organisational requirements 2.5 Produce, check and store payroll records in accordance with organisational policy and security procedures 2.6 Follow security procedures for processing payroll and for maintaining payroll records
3 Handle payroll enquiries	3.1 Respond to payroll enquiries in accordance with organisational and legislative requirements 3.2 Provide information in accordance with organisational and legislative requirements 3.3 Ensure all enquiries outside area of responsibility and knowledge are referred to designated persons for resolution 3.4 Complete additional information or followup action within designated timelines in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.6, 3.1-3.4	Interprets a range of textual information to determine activities required
Writing	1.1-1.3, 2.1-2.6, 3.1-3.4	Accurately records textual information and maintains personal and banking details using format, language and structure in context
Oral Communication	1.1, 3.1-3.4	Explains financial issues clearly using terminology and tone appropriate to audience Uses questioning and listening skills in verbal exchanges to clarify information
Numeracy	1.1-1.3, 2.1, 2.2, 2.5. 3.1-3.3	Uses a limited range of mathematical calculations to calculate and reconcile amounts and arrange/compare numerical information
Navigate the world of work	1.2, 1.3, 2.1, 2.3-2.6, 3.1, 3.2, 3.4	Adheres to legislative requirements and organisational policies and procedures relevant for own work
Interact with others	1.1, 2.2, 3.1-3.3	Selects the appropriate mode of communication for a specific purpose Collaborates with others to achieve predetermined goals
Get the work done	1.1-1.3, 2.1-2.6, 3.2, 3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Recognises and takes responsibility for resolving problems relevant to own role Takes responsibility for routine low-impact decisions within familiar situations Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA302 Process payroll	BSBFIA302A Process payroll	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA302 Process payroll

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and perform payroll calculations in accordance with all legislative and organisational requirements, and predetermined timelines

refer enquiries outside area of responsibility to an appropriate authority.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, standards and codes of practice that may affect payroll operations

outline relevant organisational policies and procedures

list the different types of payroll systems.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer with relevant software

payroll data (samples or actual

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to maintain accounts payable and accounts receivable records, including processing payments to creditors and handling overdue accounts receivable.

It applies to individuals employed in a range of work environments supporting the accounting functions and aspects of an enterprise. They may provide administrative support within an enterprise, or may be members of staff who have been delegated accounting responsibilities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain financial journal systems	1.1 Check source documents for accuracy and appropriate authorisation 1.2 Refer errors and discrepancies in source documents for resolution in accordance with organisational policy and procedures 1.3 Enter transactions into cash and credit journal system in accordance with organisational policy and procedures and relevant legislation and compliance requirements 1.4 Total credit journals in accordance with organisational policy and procedures
2 Prepare bank reconciliations	2.1 Check cash journals against bank statements to identify differences 2.2 Update cash journals with relevant data from bank statement/s 2.3 Identify discrepancies and refer to appropriate staff member, organisation or agency 2.4 Total cash journals in accordance with organisational policy and procedures 2.5 Prepare regular reconciliation reports within designated timelines
3 Maintain accounts payable and accounts receivable systems	3.1 Enter transactions into individual accounts payable and accounts receivable in accordance with organisational policy and procedures and accounting requirements 3.2 Prepare schedules of accounts payable and accounts receivable for reconciliation purposes and in accordance with organisational requirements 3.3 Reconcile accounts payable and accounts receivable schedules with journal data or general ledger and in accordance with organisational requirements
4 Process payments for accounts payable	4.1 Reconcile accounts payable statements with accounting records and in accordance with organisational policy and procedures 4.2 Check payment documentation for accuracy of information and discrepancies and rectify errors in accordance with organisational requirements
5 Prepare statements for accounts receivable	5.1 Produce and check accounts receivable statements for accuracy in accordance with organisational policy and procedures 5.2 Rectify discrepancies and statements despatched within designated timelines
6 Follow up outstanding accounts	6.1 Maintain accounts receivable ledger system in accordance with organisational requirements and to reflect current credit situation 6.2 Conduct aged-analysis of accounts receivable to identify outstanding accounts and to determine collection procedures in accordance with organisational requirements 6.3 Report or follow up outstanding accounts in accordance with organisational policy and procedures 6.4 Monitor and review credit terms in accordance with credit policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Interprets textual information from a range of sources to confirm all necessary job requirements Checks documents to identify errors or discrepancies
Writing	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.2, 6.1-6.4	Prepares a range of clear documentation using relevant format, grammatical structure and vocabulary suitable to audience
Oral Communication	1.2, 2.3, 6.3	Uses questioning and listening techniques to clarify information Explains information clearly using appropriate terminology and tone
Numeracy	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals Arranges/compares numerical information
Navigate the world of work	1.1-1.4, 2.4, 2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.2, 2.3, 6.3	Seeks the appropriate form, channel and mode of communication for a specific purpose relevant to own role Plays an active role in workgroup discussions, paying some attention to the perspective of others
Get the work done	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1-4.3, 5.1, 5.2, 6.1-6.4	Plans a range of routine and non-routine tasks recognising stated goals and aiming to achieve them within specified timeframes Recognises predictable problems and applies formal problem-solving processes or seeks advice from others, as relevant Automatically implements standard procedures for routine decisions Uses digital technologies to access, record, store, organise and compile data and present reports as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA303 Process accounts payable and receivable	BSBFIA303 Process accounts payable and receivable	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter data into journal and subsidiary ledger system

maintain journals and subsidiary ledger systems

reconcile subsidiary ledger system with journal or general ledger data

complete all tasks in accordance with legal and organisational responsibilities, within scope of own responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list key provisions of relevant legislation and regulations, standards and codes of practice that may affect aspects of financial operations

briefly describe the organisational accounting systems and procedures

explain how to check for errors or discrepancies

list and describe tasks that are outside own scope of responsibility.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of cash journals, credit journals, accounts payable and accounts receivable subsidiary legers

workplace reference materials such procedural manuals and company policy

case studies and, where possible, real situations..

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA304 Maintain a general ledger

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain a computerised or manual general ledger system within an organisation, including processing journal entries and preparing a trial balance.

It applies to individuals employed in a range of work environments with responsibility for simple accounting functions within an organisation. They may work as individuals providing administrative support within an enterprise, or may be other members of staff with delegated responsibilities relating to general ledger maintenance.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Process journal entries	1.1 Prepare general journal entries from source journals in accordance with accounting requirements, organisational policy, procedures and legislative accounting standards 1.2 Post journal entries into general ledger system in accordance with organisational policy, procedures and accounting standards 1.3 Reconcile accounts payable and accounts receivable subsidiary ledger systems with general ledger 1.4 Ensure processing maintains the accounting equation and is completed within designated timelines
2 Prepare a trial balance	2.1 Prepare trial balance of general ledger system in accordance with organisational requirements and accounting standards, and ensure it is checked for accuracy 2.2 Identify and rectify irregularities or refer them for resolution when trial balance does not balance, in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2	Interprets a range of textual information to determine all job requirements
Writing	1.1-1.3, 2.1, 2.2	Integrates data from different sources and records numerical information in a suitable format for context and purpose of material Uses factual and suitable financial language to refer issues and inconsistencies in data
Oral Communication	2.2	Explains issues clearly using industry-specific and factual vocabulary
Numeracy	1.1-1.3, 2.1, 2.2	Uses a limited range of mathematical calculations to reconcile amounts and arrange/compare numerical information
Navigate the world of work	1.1, 1.2, 2.1, 2.2	Recognises, understands and applies applicable industry standards and organisational policies and procedures in the conduct of own work
Interact with others	2.2	Recognises the strengths and expertise of others and seeks their assistance as required
Get the work done	1.1-1.4, 2.1, 2.2	Plans and completes tasks according to set guidelines and timelines Recognises and addresses problems in the context of own work and seeks advice from others, as necessary Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA304 Maintain a general ledger	BSBFIA304A Maintain a general ledger	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA304 Maintain a general ledger

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter data

reconcile subsidiary ledger systems with general ledger and prepare a trial balance

implement doubleentry principles

systematically trace errors or refer them to appropriate people

complete all tasks in accordance with accounting principles, legal and organisational responsibilities, and within scope of own responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list key provisions of relevant legislation and regulations, standards and codes of practice that may affect aspects of financial operations

briefly describe the organisational accounting systems and procedures

explain how to check for errors or discrepancies

list and describe tasks that are outside own scope of responsibility.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source journals

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake financial management within a work team in an organisation. It includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances and reviewing and evaluating effectiveness of financial management processes.

It applies to managers in a wide range of organisations and sectors who have responsibility for ensuring that work team financial resources are used effectively and are managed in line with financial objectives of the team and organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance - Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan financial management approaches	1.1 Access budget/financial plans for the work team 1.2 Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3 Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4 Prepare contingency plans in the event that initial plans need to be varied
2 Implement financial management approaches	2.1 Disseminate relevant details of the agreed budget/financial plans to team members 2.2 Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3 Determine and access resources and systems to manage financial management processes within the work team
3 Monitor and control finances	3.1 Implement processes to monitor actual expenditure and to control costs across the work team 3.2 Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3 Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4 Report on budget and expenditure in accordance with organisational protocols
4 Review and evaluate financial management processes	4.1 Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2 Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3 Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.3, 3.1-3.4, 4.2, 4.3	Interprets and analyses information to determine activities required
Writing	1.1, 1.4, 4.1-4.3	Records information in correct forms and prepares materials which convey detailed and factual content in accordance with internal procedures
Oral Communication	1.2, 1.3, 2.1-2.3	Presents information about financial issues and requirements to a range of audiences using structure and language to suit the audience Uses active listening and questioning to clarify information and to confirm understanding
Numeracy	1.1-1.3, 2.1-2.3, 3.1-3.4, 4.1-4.3	Uses a wide range of mathematical calculations to analyse numeric information in budgets or financial plans
Navigate the world of work	2.2, 3.3, 3.4, 4.3	Recognises, understands and adheres to organisational requirements in undertaking own work
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 2.3, 4.2, 4.3	Uses a range of strategies to connect, collaborate and cooperate with other work colleagues in activities requiring collective effort and diverse skills and knowledge
Get the work done	1.1, 1.4, 2.3, 3.1-3.4, 4.1-4.3	Uses logical processes in planning, implementing and evaluating complex tasks and developing alternative strategies in achieving goals and timelines Uses a range of digital technologies to access, filter, compile, integrate and logically present complex information from multiple sources

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM501 Manage budgets and financial plans	BSBFIM501A Manage budgets and financial plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use financial skills to work with and interpret budgets, ageing summaries, cash flow, petty cash, Goods and Services Tax (GST), and profit and loss statements

communicate with relevant people to clarify budget/financial plans, negotiate changes and disseminate information

prepare, implement and modify financial contingency plans

monitor expenditure and control costs

support and monitor team members

report on budget and expenditure

review and make recommendations for improvements to financial processes

meet record keeping requirements for the Australian Taxation Office (ATO) and for auditing purposes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe basic accounting principles

identify and explain the relevant legislation and current requirements of the Australian Taxation Office, including the Goods and Services Tax (GST)

explain the key requirements for financiall record keeping and auditing

describe the principles and techniques involved in managing:

budgeting

cash flows

electronic spreadsheets

GST

ledgers and financial statements

profit and loss statements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

resources and documentation used in the workplace

workplace policies and procedures

workplace budgets and financial plans

business technology

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM502 Manage payroll

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish and monitor security procedures for managing organisational payroll services and to calculate and process salary payments, group taxation and related payments.

It applies to individuals, employed in a range of work environments, who are required to establish and work with payroll systems and may have responsibility for managing payroll systems and calculations.

No licensing, legislative or certification requirements apply to this unit at the time of publication

Unit Sector

Finance – Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish procedures for management of payroll	1.1 Establish procedures that ensure the confidentiality and security of payroll information 1.2 Ensure procedures guarantee substantiation of claims for allowances 1.3 Establish control measures to safeguard organisation’s financial resources in accordance with legislative and organisational requirements 1.4 Establish systems to ensure statutory obligations are met and records are kept for the period determined by government legislation
2 Prepare payroll data	2.1 Use nominated industrial awards, contracts and government legislation to calculate gross pay and annual salaries 2.2 Calculate statutory and voluntary deductions using government and employee documentation 2.3 Provide payroll data to payroll processor for calculation within designated timelines
3 Authorise payment of salaries	3.1 Check payroll, and authorise salaries and wages for payment in accordance with organisational policy and procedures 3.2 Reconcile salaries, wages and deductions in accordance with organisational policy and procedures 3.3 Deal with salary, wage and related enquiries in accordance with organisational policy and procedures
4 Administer salary records	4.1 Process declaration forms for new and existing employees in accordance with Australian Taxation Office requirements 4.2 Forward periodic deductions to nominated creditors within designated timelines 4.3 Prepare and dispatch payments to government authorities accurately and in accordance with relevant government legislation 4.4 Calculate and transcribe group tax amounts and make payments in accordance with taxation procedures 4.5 Prepare and reconcile employee group certificate amounts from salary records

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.2, 3.1-3.3, 4.1-4.5	Identifies and interprets information from organisational policies, legislative and industry-related material
Writing	1.1, 1.3, 1.4, 2.3, 3.1, 3.3, 4.1, 4.3-4.5	Records data accurately using relevant format, style and language suited to context and audience Prepares specific information which clearly conveys an understanding of outcomes and uses terminology appropriate to present to relevant personnel
Oral Communication	2.3, 3.3	Articulates information concisely using appropriate terminology, tone and style Uses questioning and listening techniques to exchange and clarify information
Numeracy	2.1-2.3, 3.1- 3.3, 4.2-4.5	Uses a wide range of mathematical calculations to analyse and compare numeric information Makes calculations to ensure work is completed according to predetermined deadlines
Navigate the world of work	1.3, 1.4, 2.1-2.3, 3.1-3.3, 4.1, 4.3, 4.4	Monitors adherence to legal and regulatory responsibilities and organisational policies and procedures
Interact with others	2.3, 3.3	Recognises and applies the protocols governing what to communicate with who, and how, in a range of work contexts
Get the work done	1.1, 1.3, 1.4, 2.3, 3.3, 4.1-4.5	Uses logical processes in planning, implementing and evaluating routine and non-routine tasks in achieving goals and timelines Uses analytical skills to identify discrepancies and attempts to resolve the issues within the context of own responsibilities Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Understands the importance of secure information and privacy in relation to own work and takes responsibility for identifying and managing risk factors

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM502 Manage payroll	BSBFIM502A Manage payroll	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM502 Manage payroll

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

document steps undertaken to establish payroll system

use data and calculations to reconcile salaries, wages and deductions in accordance with all legislative and organisational requirements

create accurate payroll management records.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain key provisions of relevant legislation, standards, regulations and codes of practice that may affect aspects of payroll operations

outline organisational policies and procedures across the full range of tasks for the required payroll processes.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

office equipment and resources

workplace policies and procedures

samples of financial data

business technology

payroll system

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake budgeting, financial forecasting and reporting and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity.

It applies to individuals who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for financial management	1.1 Review and analyse previous financial data to establish areas which have generated a profit or loss 1.2 Undertake research to review reasons for previous profit and loss 1.3 Review business plan to establish critical dates and initiatives that will require or generate resources in the next financial cycle 1.4 Analyse cash flow trends 1.5 Review statutory requirements for compliance and liabilities for tax 1.6 Review existing software and its suitability for financial management
2 Establish budgets and allocate funds	2.1 Use previous financial data to determine allocations for resources 2.2 Make informed estimates of new items for inclusion in budget 2.3 Prepare budgets in accordance with organisational requirements and statutory requirements
3 Implement budgets	3.1 Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations 3.2 Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions 3.3 Review profit and loss statements, cash flows and ageing summaries 3.4 Revise budgets, as required, to deal with contingencies 3.5 Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations 3.6 Ensure compliance with due diligence
4 Report on finances	4.1 Ensure structure and format of reports are clear and conform to organisational and statutory requirements 4.2 Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making 4.3 Prepare recommendations to ensure financial viability of the organisation 4.4 Evaluate the effectiveness of financial management processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.4	Interprets, analyses and evaluates complex information to determine and adhere to organisational or legislative requirements and to assist with financial decision making
Writing	1.1-1.6, 2.1- 2.3, 3.1-3.5, 4.1-4.3	Develops and records information which incorporates a detailed analysis of factual and forecasted information Prepares documents using format, content and layout appropriate to audience, purpose and regulatory requirements
Oral Communication	3.1	Explains financial decisions and outcomes clearly and uses listening and questioning techniques to exchange information and obtain agreement
Numeracy	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.2	Reviews and analyses numerical data embedded in organisational documentation and legislation Compares and contrasts complex numerical data to analyse and evaluate financial position and processes. Uses appropriate formulae to analyse financial data to assess and manage risk and identify discrepancies
Navigate the world of work	1.5, 2.3, 3.6, 4.1	Recognises, understands and adheres to legislative and organisational requirements in undertaking own work
Interact with others	3.1	Selects and uses appropriate conventions and protocols when communicating with supervisors and managers to share information or seek agreement
Get the work done	1.1-1.6, 2.1-2.3, 3.1-3.5, 4.1-4.4	Uses logical processes in planning, implementing and evaluating complex tasks to achieve stated goals Uses formal analytical thinking techniques to identify issues, investigate underlying causes and generate possible solutions, seeking input from others as required Uses a range of digital technology to access, filter, compile, integrate and logically present complex information from multiple sources Investigates new digital technologies and applications to manage and manipulate data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM601 Manage finances	BSBFIM601A Manage finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan for financial management

read and review profit and loss statements, cash flows and aging summaries

prepare, implement and revise a budget which aligns with the business plan, is based on research and analysis of previous financial data and cash flow trends, and meets all compliance requirements

contribute to financial bids and estimates

establish a budget and allocate funds in accordance with statutory and organisational requirements

communicate with other people including:

reporting on financial activity and making recommendations

identifying and prioritising significant issues

ensuring managers and supervisors are clear about budgets.

analyse the effectiveness of existing financial management approaches including reviewing financial management software, managing risks of misappropriation of funds, ensuring systems are in place to record all transactions, maintaining an audit trail and complying with due diligence.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the requirements for financial probity

describe the principles of accounting and financial systems

explain Australian, international and local legislation and conventions that are relevant to financial management in the organisation

outline the requirements of the Australian Tax Office, including Goods and Services Tax, Company Tax, Pay As You Go.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

financial data

relevant legislation and Australian Tax Office requirements

examples of business plans, profit and loss statements, cash flows and aging summaries

organisational financial policies and procedures

financial management software.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA301 Work within a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to work within a franchise to contribute to the successful operation of the business within a framework of compliance requirements.

It applies to staff who currently work, or are interested in working, in franchised businesses. These staff may be in a broad range of roles, such as retail, trade or hospitality.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Clarify requirements for working within a franchise	1.1 Determine role and responsibilities as an employee 1.2 Clarify role and responsibilities with supervisor, line manager and/or owner, as appropriate 1.3 Evaluate own skills to determine training needs to meet role and responsibilities 1.4 Seek assistance from supervisor/line manager/owner to evaluate training needs 1.5 Request and negotiate any reasonable adjustments to meet these identified needs
2 Clarify own contribution to meeting compliance requirements	2.1 Consult with supervisor/line manager/owner to determine compliance requirements falling within own role and responsibilities 2.2 Determine work plan and ensure scheduled actions to meet compliance requirements are included in this plan 2.3 Undertake required audits, checks and associated tasks as per schedule 2.4 Seek advice as required to resolve difficulties arising in performing scheduled tasks 2.5 Accurately complete workplace records involved in meeting compliance requirements in a timely manner
3 Review own contribution to franchise operations	3.1 Seek feedback from others to confirm own role and responsibilities are being met 3.2 Review own work to ensure required tasks are undertaken as per schedules and work plans 3.3 Identify and discuss with supervisor/line manager/owner any improvements in own work practices and those of others within the franchise 3.4 Provide assistance when requested by others within the franchise to meet their assigned roles and responsibilities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.3, 1.4	Reviews own skills and seeks the opinions of others to determine training needs
Reading	1.1, 2.2, 2.3, 2.5, 3.2	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.5, 2.1-2.5, 3.1	Prepares a range of texts using appropriate language and structure to communicate relevant information effectively
Oral Communication	1.2, 1.4, 1.5, 2.1, 2.4, 3.1, 3.3, 3.4	Uses listening skills to confirm understanding of requirements Participates in verbal exchanges using appropriate tone and language
Numeracy	2.3	Identifies and comprehends relevant mathematical information in familiar activities or texts
Navigate the world of work	1.1, 1.2, 2.1-2.3, 2.5	May need guidance to identify the tasks and responsibilities associated with own role Generally follows the compliance requirements immediately related to role
Interact with others	1.2, 1.4, 1.5, 2.1, 2.4, 3.1, 3.3, 3.4	Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.1, 1.3, 2.2, 2.4, 2.5	Takes responsibility for planning, sequencing and prioritising tasks to ensure they are completed within accepted timelines Takes responsibility for routine low-impact decisions within familiar situations Seeks assistance when problems are beyond immediate responsibilities or experience

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA301 Work within a franchise	BSBFRA301B Work within a franchise	Updated to meet Standards for Training Packages Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA301 Work within a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

evaluate current skills to determine training needs to fulfil own role

work closely with other people to create and implement a work plan to meet compliance requirements

keep accurate records for compliance in accordance with role requirements

assist others to meet their roles and responsibilities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the methods used to check or audit work to ensure completion according to compliance requirements

describe training opportunities that could enhance work practices

outline auditing techniques to ensure work is being delivered according to a schedule

describe the importance of teamwork in a franchise setting

discuss the purpose of ongoing workplace reviews.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

business documentation

relevant personnel.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA402 Establish a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish a franchise from the initial research phase through to finalising a franchising agreement with the franchisor and opening the franchise for business.

It applies to potential franchisees who will operate under formal franchising agreements and focuses on the planning aspects of the establishment of a franchise.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify opportunities for establishing franchise	1.1 Research and identify franchising opportunities 1.2 Determine own interests and skills to assess suitability for identified opportunities 1.3 Determine requirements for establishing a specific franchise 1.4 Research and check viability and business record of franchisor in prospective franchise 1.5 Enter into negotiations with a franchisor to establish a franchise
2 Complete business plan	2.1 Access business plan proforma, as appropriate 2.2 Consult franchisor and others in process of developing business planning documents 2.3 Research and determine financing options 2.4 Finalise financial planning for franchise 2.5 Undertake market analysis for franchise opportunity and complete marketing plan 2.6 Research and determine needs for premises in appropriate area 2.7 Compile relevant information into business plan
3 Identify and address learning needs	3.1 Determine required skills and knowledge to manage a franchise, and identify gaps for self and others 3.2 Seek assistance to assess and address learning needs and document these in the form of a learning plan 3.3 Determine training required by franchisor of a franchisee 3.4 Undertake learning plan and required training programs
4 Finalise agreements	4.1 Complete finance agreements 4.2 Access legal advice as required 4.3 Finalise and sign off franchising agreement 4.4 Obtain required permits for franchise operation 4.5 Finalise contracts and agreements with third parties
5 Prepare for opening of franchise	5.1 Obtain physical and human resources required to manage franchise 5.2 Undertake marketing activities associated with opening the franchise 5.3 Open the franchise for business

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.4	Reviews own competencies and those of others to determine skill gaps and future training requirements
Reading	1.1, 1.4, 2.1-2.7, 3.1-3.4, 4.1-4.5, 5.1, 5.2	Identifies and evaluates a variety of texts to determine business requirements
Writing	1.1, 1.4, 1.5, 2.3-2.7, 3.1-3.3, 4.1, 4.3, 4.5, 5.2	Records results of analysis of information and consultations using clear and comprehensible language and layout Prepares factual and informative content in documentation which meets requirements of purpose and audience
Oral Communication	1.5, 2.2, 3.2, 3.3, 4.2, 4.5	Participates in verbal exchanges of information and elicits the view and opinions of others by listening and questioning Articulates requirements clearly, based on language appropriate to audience and environment
Numeracy	2.4, 4.1	Uses mathematical formula to calculate financial requirements and finalise official agreements
Navigate the world of work	1.4, 4.1-4.5	Takes personal responsibility for establishing and adhering to legal/regulatory responsibilities relevant to own work context
Interact with others	1.5, 2.2, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Seeks guidance and assistance to address learning needs
Get the work done	1.1-1.4, 2.1, 2.3-2.6, 3.1, 3.3, 5.1, 5.2, 5.3	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Takes responsibility for the outcomes of decisions related directly to own role

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA402 Establish a franchise	BSBFRA402B Establish a franchise	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA402 Establish a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine own suitability for franchise

complete a business plan

identify and plan learning needs

apply knowledge of relevant legislation, codes of practice and national standards.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline legislation, regulations and codes of practice that effect franchise operations

explain franchisee-specific obligations as per franchise agreement

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

office equipment and resources

examples of real franchisee agreements and related documentation.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA403 Manage relationship with franchisor

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required by the franchisee to manage the business relationship with the franchisor.

It applies to individuals who need to develop good working relationships with their franchisor within the Franchising Code of Conduct.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish relationship with franchisor	1.1 Identify the franchisor’s representative/s or liaison person/s 1.2 Identify communication channels with the franchisor’s representative/s or liaison person/s 1.3 Establish schedule of contact with the franchisor’s representative/s or liaison person/s 1.4 Hold initial meeting with the franchisor’s representative/s or liaison person/s to initiate ongoing relationship 1.5 Ensure participation in the franchisee advisory council meetings and relevant activities
2 Determine services available from franchisor	2.1 Consult with the franchisor’s representative/s or liaison person/s to determine range of services available through the franchisor 2.2 Establish schedule for accessing services of the franchisor 2.3 Access services available through the franchisor according to schedule and as needs arise in the course of business operations 2.4 Maintain currency of information relating to services available through the franchisor
3 Implement strategies for meeting franchisee’s financial obligations	3.1 Identify franchisee’s financial obligations to the franchisor 3.2 Develop and implement strategies and procedures to meet franchisee’ financial obligations 3.3 Undertake planning to facilitate ongoing management of franchise
4 Resolve disputes with franchisor	4.1 Identify disputes with the franchisor and enter into negotiations with the franchisor’s representative/s or liaison person/s in line with complaints handling procedure as described in the Franchising Code of Conduct 4.2 Seek assistance from third parties or mediators to facilitate resolution of disputes arising with the franchisor and in line with the complaints handling procedure 4.3 Resolve disputes and document courses of agreed action 4.4 Implement agreed courses of action to resolve disputes 4.5 Use lessons learned from disputes to guide future business operations and to facilitate positive relationships with the franchisor

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2-2.4, 3.1, 3.2, 4.2	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and organisational requirements
Writing	1.3, 2.2, 2.4, 3.2, 4.2, 4.3	Uses clear, specific and industry-related terminology to complete and update workplace documentation to convey explicit information, requirements and recommendations
Oral Communication	1.3-1.5, 2.1, 2.4, 4.1-4.3, 4.5	Articulates requirements clearly using language appropriate to audience and environment Uses active listening and questioning techniques to clarify and confirm understanding
Numeracy	3.1	Identifies and comprehends relevant mathematical information to manage financial obligations and account for expenditures
Navigate the world of work	2.3, 3.2, 4.1	Recognises, develops and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2-1.5, 2.1, 4.1, 4.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses a range of strategies to establish a sense of connection with others Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1-1.3, 2.2-2.4, 3.1- 3.3, 4.1, 4.3-4.5	Plans, organises and implements tasks required to achieve required outcomes in accordance with franchise arrangement Applies formal problem solving skills to address issues, seeking expert assistance if required Identifies some key principles that may be relevant in future situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA403 Manage relationship with franchisor	BSBFRA403B Manage relationship with franchisor	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA403 Manage relationship with franchisor

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate regularly and effectively with the franchisor and/or representatives

identify and resolve disputes

conduct financial planning to meet predetermined requirements

make suggestions for improvements in future work.

implement processes to manage the relationship between franchisor and self.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain franchise specific obligations as per franchise agreement, specifically financial obligations

define the roles of others such as mediators/third parties

explain various problem solving techniques that might be relevant to this specific context.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

business documentation

feedback from franchisor

equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBGOV401 Implement board member responsibilities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake the diverse roles and responsibilities required of a board member.

It applies to individuals who need to solve a defined range of unpredictable problems, analyse and evaluate information from a variety of sources and who may provide leadership and guidance to others with some limited responsibility for the output of others.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify business of the organisation	1.1. Ensure the history of the organisation is known and understood 1.2. List and explain the core functions of the organisation 1.3. Explain the relationship between the organisation, stakeholders and other organisations/entities
2 Monitor operations	2.1. Identify and document outcomes for each operational area 2.2. Use information provided to review effectiveness and efficiency of operations 2.3. Suggest changes to operations if necessary
3 Follow legal requirements when carrying out board duties	3.1. List and describe relevant provisions of the legislation under which the organisation operates 3.2. Adhere to relevant aspects of Corporations Law 3.3. Adhere to the constitution of the organisation 3.4. List and comply with workplace responsibilities 3.5. Comply with the terms and conditions of funding agreements
4 Monitor trends and changes in community	4.1. Attend community meetings, speaking on behalf of the board as required and delegated 4.2. Maintain information and awareness of key stakeholders and political issues 4.3. Ensure the board is informed of identified community and stakeholder needs 4.4. Review policies with changing community needs, and incorporate into operations as required
5 Receive and act on community and stakeholder feedback	5.1. Receive and document feedback from the community and stakeholders about services 5.2. Evaluate feedback 5.3. Deal with feedback in accordance with policies and procedures, and in consultation with management 5.4. Document and support decisions of management

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 2.1, 2.2, 3.1, 4.2, 4.4, 5.3	Interprets textual information from relevant sources to identify compliance, political climate and stakeholder awareness
Writing	1.1-1.3, 2.1, 3.1, 3.4, 4.3, 5.1, 5.4	Completes personal notes and formal workplace documentation using clear and technically specific language for different audiences and purposes
Oral Communication	1.1-1.3, 2.1, 3.1, 3.4, 4.3, 5.1, 5.4	Articulates information clearly using language and tone appropriate to audience and environment Uses active listening and questioning techniques to receive feedback and confirm understanding
Navigate the world of work	2.3, 3.1-3.5, 4.2, 4.4, 5.3	Ensures knowledge of legislative requirements and products is kept up-to-date in order to provide accurate information Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements Identifies issues that contravene relevant policies, procedures and legal requirements
Interact with others	4.1, 4.3, 5.1, 5.3	Selects and uses appropriate conventions and protocols when communicating with various stakeholders and personnel in a range of work contexts Cooperates with others and contributes to work practices where joint outcomes are expected
Get the work done	1.1, 2.1, 2.2, 5.2, 5.3	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they contribute to longer term operational and strategic goals Makes routine decisions and implements standard procedures for routine tasks, using formal decision-making processes for more complex and non-routine situations Contributes to continuous improvement of current work practices by analysing and evaluating feedback

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBGOV401 Implement board member responsibilities	BSBGOV401A Implement board member responsibilities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBGOV401 Implement board member responsibilities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consider relevant organisational and legislative parameters when making decisions affecting organisational and operational outcomes

stay up to date with relevant political and community issues and communicate these clearly to the board

respond to community and stakeholder opinions in consultation with others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the history of the organisation relevant to the community and location

list and describe key provisions of relevant legislation, regulations, standards and codes of practice that affect business operations

outline the organisational constitution, codes of conduct, functions, policies and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – governance field of work and include access to:

participation on an actual or simulated board

office equipment and resources

examples of relevant issues worked with by boards of governance

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake research that supports work across a range of human resource functional areas.

It applies to individuals who require a broad understanding of human resource functions, associated policy frameworks and the administrative requirements to support these functions and policies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research human resources functions	1.1 Review business strategy and human resource strategy, clarify human resource issues for review, and document scope of review 1.2 Identify local, state or territory, national and international human resource networks for human resource professionals 1.3 Identify information sources for human resource data and information 1.4 Select a research strategy suitable to the topic and consult with relevant personnel 1.5 Undertake research and review research findings
2 Review policy and procedures frameworks	2.1 Locate policies and procedures relevant to the organisation 2.2 Analyse strengths and weaknesses of policies and procedures 2.3 Consider legislation, regulations and standards that apply to the policies and procedures and the organisation 2.4 Identify sustainability issues that relate to human resource functions
3 Apply ethical framework	3.1 Review ethical requirements associated with the human resource function under review 3.2 Consider ethical obligations of human resource personnel working in the area under review 3.3 Document behaviours associated with working ethically in the area under review
4 Analyse human resource metrics	4.1 Select appropriate technology to gather workforce data and information to review human resource functions 4.2 Identify sources of workforce data 4.3 Collate and analyse data and establish key trends and critical information
5 Report research outcomes	5.1 Identify options for change suited to the organisation’s culture, and any possible change barriers 5.2 Collate, analyse and document key findings of the review 5.3 Write report on outcomes of research 5.4 Develop recommendations for change

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1- 2.3, 3.1, 4.1, 4.3	Critically evaluates and applies content from a range of structurally complex texts
Writing	1.1, 3.3, 4.3, 5.2-5.4	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	1.1, 1.4	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in consultation process
Navigate the world of work	2.1-2.3, 3.1, 3.2	Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	1.4	Selects and uses appropriate conventions and protocols when communicating with relevant personnel Forms connections with others who can contribute to effective work outcomes
Get the work done	1.2-1.5, 2.1, 2.2, 2.4, 3.1, 4.1, 4.2, 5.1	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Makes routine decisions and implements standard procedures for routine tasks, using formal decision-making processes for more complex and non-routine situations Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Uses the main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM404 Review human resource functions	BSBHRM404A Review human resources functions	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare reports reviewing key human resource functions applying all ethical, organisational and legislative considerations

use appropriate technology to collect and analyse workforce data.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legal and compliance requirements that apply to the organisation

summarise relevant organisational policy and procedure frameworks

summarise relevant ethical parameters

explain how information technology can help analyse human resource metrics

outline the roles and responsibilities of human resource practitioners.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

business and human resource strategies

human resource policies and procedures, including ethical framework

relevant legislation, regulations and codes of practice

workforce data

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to execute tasks associated with the recruitment cycle and apply in-depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resources functions.

This unit applies to individuals who support recruitment, selection and induction functions under the direction of a human resource manager.

No licensing, legislative, or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for recruitment	1.1 Obtain approval to fill position, clarify time lines and requirement for appointment 1.2 Assist in preparing job descriptions that accurately reflect the role requirements, according to organisational policies and procedures, legislation, codes, national standards and work health and safety (WHS) considerations 1.3 Consult with relevant personnel about job descriptions and workforce strategy 1.4 Assist in ensuring that job descriptions comply with legislative requirements and reflect the organisation's requirements for a diverse workforce 1.5 Obtain approvals to advertise position
2 Plan for selection	2.1 Choose appropriate channels and technology to advertise vacancies and/or identify potential talent pool 2.2 Advertise vacancies for staffing requirements according to organisational policies and procedures 2.3 Consult with relevant personnel to convene selection panel and develop interview questions 2.4 Assist in ensuring that interview questions comply with legislative requirements 2.5 Assist in short-listing applicants 2.6 Schedule interviews and advise relevant people of times, dates and venues
3 Support selection process	3.1 Participate in interview process and assess candidates against agreed selection criteria 3.2 Discuss assessment with other selection panel members 3.3 Correct biases and deviations from agreed procedures and negotiate for preferred candidate 3.4 Contact referees for referee reports 3.5 Prepare selection report and make recommendations to senior personnel for appointment 3.6 Advise unsuccessful candidates of outcomes and respond to any queries 3.7 Secure preferred candidate's agreement 3.8 Complete necessary documentation according to organisational procedures, observing confidentiality and privacy requirements
4 Induct successful candidate	4.1 Provide successful candidate with employment contract and other documentation 4.2 Advise manager and work team of new appointment 4.3 Advise managers and staff of candidate's starting date and make necessary administrative arrangements for pay and employee record keeping 4.4 Arrange successful candidate's induction according to organisational policy

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.4, 2.5	Synthesises ideas, concepts and specific information from workplace and regulatory texts to inform development of workplace documents Evaluates information to make judgements
Writing	1.1, 1.2, 1.5, 2.2, 3.5, 3.6, 3.8, 4.2, 4.3	Produces a range of text types using specific information, workplace conventions and templates
Oral communication	1.1, 1.3, 1.5, 2.3, 2.5, 3.1-3.5. 3.7	Asks questions and listens carefully to gather, interpret or evaluate information Uses appropriate vocabulary to present ideas or persuasive arguments
Navigate the world of work	1.2, 1.4, 2.4, 3.3, 3.8, 4.1, 4.4	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	1.3, 2.3, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with personnel, candidates or referees Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	2.1, 2.3, 2.6, 4.1, 4.3, 4.4	Selects and uses digital technology to access, enter, store and retrieve information in accordance with security requirements Takes responsibility for planning and implementing tasks for efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM405 Support the recruitment, selection and induction of staff	BSBHRM405A Support the recruitment, selection and induction of staff	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare job descriptions

use job descriptions to support sourcing, selecting and appointing suitable staff

use different advertising channels to promote vacancies and/or establish a potential talent pool

consult with managers to gain approvals

develop selection criteria and interview questions in consultation with relevant personnel

schedule interviews and advise relevant people of times, dates and venues

participate in interviews and other selection techniques including assessing candidates against selection criteria to short list them

obtain referees' reports

prepare and distribute a selection report including feedback to give unsuccessful candidates

advise unsuccessful candidates of the results

secure preferred candidate’s agreement and provide an employment contract

advise other staff of the successful candidate and arrange induction.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify documentation required for recruitment, selection and induction

explain human resources life cycle and the place of recruitment and selection

identify legislation relevant to recruitment, selection and induction of staff

describe channels and technology to advertise vacancies

explain a range of interviewing techniques and other selection processes and their application.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

workplace policies and procedures

business technology

position descriptions

legislation, regulations, Codes and Standards relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM501 Manage human resource services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human resource services, integrating business ethics.

It applies to individuals with responsibility for coordinating a range of human resource services across an organisation. They may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Determine strategies for delivery of human resource services	1.1 Analyse business strategy and operational plans to determine human resource requirements 1.2 Review external business environment and likely impact on organisation's human resource requirements 1.3 Consult line and senior managers to identify human resource needs in their areas 1.4 Review organisation's requirements for diversity in the workforce 1.5 Develop options for delivery of human resource services that comply with legislative requirements, organisational policies and business goals 1.6 Develop and agree on strategies and action plans for delivery of human resource services 1.7 Agree and document roles and responsibilities of human resource team, line managers, and external contractors
2 Manage the delivery of human resource services	2.1 Develop and communicate information about human resource strategies and services to internal and external stakeholders 2.2 Develop and negotiate service agreements between the human resource team, service providers and client groups 2.3 Document and communicate service specifications, performance standards and timeframes 2.4 Identify and arrange training support if required 2.5 Agree on, and arrange monitoring of quality assurance processes 2.6 Ensure that services are delivered by appropriate providers, according to service agreements and operational plans 2.7 Identify and rectify underperformance of human resource team or service providers 2.8 Identify appropriate return on investment of providing human resource services
3 Evaluate human resource service delivery	3.1 Establish systems for gathering and storing information needed to provide human resource services 3.2 Survey clients to determine level of satisfaction 3.3 Capture ongoing client feedback for the review processes 3.4 Analyse feedback and surveys and recommend changes to service delivery 3.5 Obtain approvals to variations in service delivery from appropriate managers 3.6 Support agreed change processes across the organisation
4 Manage integration of business ethics in human resource practices	4.1 Ensure personal behaviour is consistently ethical and reflects values of the organisation 4.2 Ensure code of conduct is observed across the organisation, and its expectations are incorporated in human resource policies and practices 4.3 Observe confidentiality requirements in dealing with all human resource information 4.4 Deal promptly with unethical behaviour 4.5 Ensure all persons responsible for human resource functions understand requirements regarding their ethical behaviour

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4-1.6, 2.6, 2.8, 3.4, 4.2, 4.3	Critically evaluates and applies content from a range of structurally complex texts
Writing	1.5, 1.7, 2.1-2.3, 3.1, 3.3	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	1.3, 2.2, 3.2	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in negotiations
Numeracy	2.3, 2.8	Makes basic calculations to ensure work output meets predetermined timeframes Selects from an expanding range of mathematical strategies when analysing investment policies
Navigate the world of work	1.1, 1.2, 1.4, 1.5, 2.6, 4.1, 4.2, 4.3	Considers and adheres to organisational policies and procedures when developing plans and strategies Monitors adherence to legislative and organisational requirements Appreciates the implications of ethical, legal and regulatory responsibilities related to own work Considers own role in terms of its contribution to broader goals of the work environment
Interact with others	2.1-2.3, 2.5, 2.7, 3.5, 4.4, 4.5	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate to whom, why and how Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.2, 1.5, 1.6, 2.4, 2.6, 2.7, 3.1, 4.3	Develops plans for complex, high-impact activities with organisational implications Uses systematic, analytical processes to solve problems in complex, non-routine situations Uses analytical processes to decide on a course of action, establishing criteria for deciding between options, and seeking input and advice from others Uses digital technologies and systems safely, legally and ethically when gathering, storing and accessing information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM501 Manage human resource services	BSBHRM501B Manage human resources services	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM501 Manage human resource services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and manage human resource delivery within legislative, organisational and business ethics frameworks

communicate effectively with a range of senior personnel

identify and arrange training support where appropriate

calculate human resource return on investment within the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legal and compliance requirements that apply to managing human resources

summarise the organisation's code of conduct

explain human resource strategies and planning processes and their relationship to business and operational plans

describe performance and contract management

explain how feedback is used to modify the delivery of human resources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

business strategy and operation plans

business technology

legislation, regulations and codes of practice relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage human resource information systems from the research and planning stages, through selection of appropriate systems, to implementation, ongoing review and system upgrades.

It applies to individuals with a well-established, sound theoretical knowledge base in human resource management and human resource information systems (HRIS) who are proficient in using a range of specialised technical and managerial techniques to plan, carry out and evaluate their own work and/or the work of a team. They may or may not have staff who report to them, but they are authorised to oversee the HRIS.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify human resource information requirements	1.1 Collect, collate and document information requirements of users 1.2 Identify communication processes to support user needs 1.3 Agree on information requirements and communication processes with users and relevant managers 1.4 Develop a draft information systems management plan with agreed review mechanisms, timeframe and criteria 1.5 Specify information requirements in a clear and concise manner 1.6 Ensure information requirements are consistent with organisational objectives and policies 1.7 Identify resources required to meet the information requirements within budget parameters
2 Select human resource information management system	2.1 Agree on selection criteria for the information management system with relevant groups and individuals 2.2 Ensure that selection criteria for the system has the capability to meet organisation’s objectives, policies and budget parameters 2.3 Evaluate potential systems against the criteria 2.4 Undertake cost benefit and risk analysis in relation to the systems which meet the selection criteria 2.5 Establish preferences for the system and provide selection report to senior managers 2.6 Ensure preferred system is capable of being customised to meet organisation and user requirements
3 Implement human resource information system	3.1 Develop implementation plan with users, other relevant groups and individuals 3.2 Confirm implementation plan’s roles and responsibilities with individuals and groups involved 3.3 Assign resources to meet implementation plan timeframe, quality and other objectives 3.4 Modify implementation schedule to resolve any problems arising 3.5 Ensure groups and individuals contribute to implementation in accordance with plan objectives
4 Monitor and evaluate performance of human resource information system	4.1 Monitor information system performance and prepare performance reports 4.2 Obtain feedback from users about the system 4.3 Benchmark system performance and technical specifications against other systems, and latest trends and developments 4.4 Analyse performance gaps and current strategies and introduce improvements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 1.6, 1.7, 2.2-2.4, 2.6, 3.3, 3.5, 4.1, 4.3, 4.4	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and organisational requirements
Writing	1.1, 1.3-1.5, 2.1, 2.5, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4	Demonstrates clear writing skills by selecting appropriate conventions and stylistic devices to express precise meaning relevant to context and audience
Oral Communication	1.3, 1.5, 2.1, 3.1, 3.2, 4.2	Draws on a repertoire of open questioning and active listening to obtain feedback and confirm requirements Uses appropriate terminology and non-verbal features to explain requirements
Numeracy	1.4, 1.7, 2.4	Completes basic calculations to determine time taken to complete work within predetermined timelines Prepares basic estimates, cost benefit and risk analyses according to pre-existing budgets
Navigate the world of work	1.6, 2.2, 2.6	Adheres to all relevant organisational policies and procedures, and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.3, 2.1, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.4, 1.7, 2.3, 2.5, 2.6, 3.3, 3.4, 4.1, 4.3, 4.4	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others Monitors progress of plans and schedules, and reviews and changes them to meet new demands and priorities Applies systematic and analytical decision-making processes for complex and non-routine situations Uses evaluation and analysis as a means to continuously improve work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM502 Manage human resource management information systems	BSBHRM502A Manage human resources management information systems	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

assess written reports on human resource management information systems (HRIS)

develop and implement a plan for a new HRIS in close consultation with others

review the new system and make improvements where required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe monitoring, measuring and evaluation techniques for a range of human resource management functions

outline procurement procedures, including preparation of a technical brief

list the various types of HRIS available and their respective capabilities and limitations

summarise key organisational protocols and processes applicable to managing a HRIS.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement an organisation’s remuneration and benefit plans. It incorporates all functions associated with remuneration, including packaging, salary benchmarking, market rate reviews, bonuses and the legislative aspects of remuneration and employee benefits.

It applies to individuals who are human resource managers responsible for overseeing an organisation’s remuneration process.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop organisation’s remuneration strategy	1.1 Analyse strategic and operational plans to determine the scope of remuneration and benefits plans 1.2 Undertake research on current practice, recent developments and legislative parameters for remuneration strategy 1.3 Develop options for consideration by relevant managers 1.4 Present options showing the link to organisational strategic objectives 1.5 Ensure remuneration policies and incentive plans are agreed and recorded 1.6 Ensure organisation is positioned as an employer of choice and regarded as a desirable workplace
2 Implement remuneration strategy	2.1 Research occupational groups to determine those which are industrial agreement based 2.2 Access or undertake market rates surveys regularly to ensure the organisation’s required level of competitiveness for particular occupational groups is maintained 2.3 Align remuneration and benefits plans with performance management system 2.4 Ensure employees receive at least their minimum entitlements according to organisational policies and legal requirements 2.5 Ensure salary packages comply with organisational policies and legal requirements, including fringe benefits tax (FBT) and superannuation 2.6 Ensure incentive arrangements, if included, comply with the organisation’s remuneration strategy
3 Review and update remuneration strategy	3.1 Consult managers and employees about the effectiveness of the remuneration strategy 3.2 Amend strategy and plans as necessary to meet organisational policies and legal requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.3, 2.5, 2.6, 3.2	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.5, 2.2, 2.3. 3.2	Develops complex material for specific audiences using clear language and appropriate structure to convey explicit information, requirements and recommendations
Oral Communication	1.4, 1.5, 3.1	Draws on a repertoire of open questioning and active listening skills when consulting others Uses appropriate terminology and non-verbal features to present information or clarify understanding
Numeracy	1.1, 2.3, 2.4, 2.6,	Analyses numerical information to determine employee remuneration and benefits according to a clear set of parameters
Navigate the world of work	1.2, 1.4, 1.6, 2.3-2.6, 3.2	Adheres to relevant organisational policies, procedures and legislative requirements Considers own role in terms of its contributions to broader goals of the work environment
Interact with others	1.4, 1.5, 3.1	Uses effective presentation and collaboration skills to show options, negotiate agreement and gain feedback on policies
Get the work done	1.1, 1.3, 2.2, 2.3, 3.2	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others, taking into account capabilities, efficiencies and effectiveness Applies systematic and analytical processes to determine appropriate models of remuneration and benefits for particular occupational groups and individuals Uses evaluation and analysis of feedback to decide on improvements to strategy

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM505 Manage remuneration and employee benefits	BSBHRM505B Manage remuneration and employee benefits	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop remuneration strategies for different occupational groups

manage remuneration and benefits in accordance with all legislative and ethical requirements and operational policies

apply awards and agreements to remuneration processes

apply requirements of the Australian Taxation Office in relation to income tax, superannuation reporting, FBT and bonus payments.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline remuneration principles or models and approaches

explain the ethical practices relating to remuneration and benefits strategies

outline various remuneration or employee benefits

describe ways to position an organisation an 'employer of choice'

outline award structures for industrial agreements

summarise organisational policies and procedures affecting remuneration strategies

identify relevant legislation, regulations and standards that may affect remuneration strategies

list the requirements of the Australian Taxation Office in relation to:

income tax

superannuation reporting

FBT and bonus payments.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage all aspects of recruitment selection and induction processes in accordance with organisational policies and procedures.

It applies to individuals or human resource personnel who take responsibility for managing aspects of selecting new staff and orientating those staff in their new positions. It is not assumed that the individual will be directly involved in the selection processes themselves, although this may well be the case.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop recruitment, selection and induction policies and procedures	1.1 Analyse strategic and operational plans and policies to identify relevant policies and objectives 1.2 Develop recruitment, selection and induction policies and procedures and supporting documents 1.3 Review options for technology to improve efficiency and effectiveness of recruitment and selection process 1.4 Obtain support for policies and procedures from senior managers 1.5 Trial forms and documents supporting policies and procedures and make necessary adjustments 1.6 Communicate policies and procedures to relevant staff and provide training if required
2 Recruit and select staff	2.1 Determine future human resource needs in collaboration with relevant managers and sections 2.2 Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in recruitment, selection and induction processes 2.3 Provide access to training and other forms of support to all persons involved in recruitment and selection process 2.4 Ensure advertising of vacant positions complies with organisational policy and legal requirements 2.5 Utilise specialists where necessary 2.6 Ensure selection procedures are in accordance with organisational policy and legal requirements 2.7 Ensure processes for advising applicants of selection outcome are followed 2.8 Ensure job offers and contracts of employment are executed promptly, and new appointments are provided with advice about salary, terms and conditions
3 Manage staff induction	3.1 Provide access to training and ongoing support for all persons engaged in staff induction 3.2 Check induction processes are followed across the organisation 3.3 Oversee management of probationary employees and provide them with feedback until their employment is confirmed or terminated 3.4 Obtain feedback from participants and relevant managers on extent induction process is meeting its objectives 3.5 Make refinements to induction policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 2.4, 2.6, 2.7	Critically evaluates and applies content from a range of complex texts to determine legislative and business requirements
Writing	1.2-1.6, 2.1, 3.3-3.5	Demonstrates clear writing skills by selecting appropriate conventions and to express precise meaning relevant to context and audience
Oral Communication	1.4, 1.6, 2.1, 2.3, 3.3, 3.4	Draws on a repertoire of open questioning and active listening when seeking feedback from others Uses appropriate terminology and non-verbal features to present information and clarify understanding
Numeracy	2.8	Analyses numerical information to determine employees’ remuneration packages Makes basic calculations to ensure work output is delivered in a timely manner
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.4, 2.6	Understands and adheres to relevant organisational policies and procedures Develops or updates organisational policies to meet organisational objectives Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.4, 1.6, 2.1-2.3, 2.5, 2.7, 2.8, 3.1, 3.3, 3.4	Seeks expert advice and skills training where required Selects appropriate mode of communication for a specific purpose relevant to own role Uses effective communication skills to liaise with a range of people across the organisation
Get the work done	1.1-1.3, 1.5, 1.6, 2.1, 2.3, 2.7, 2.8, 3.1, 3.2, 3.3	Plans and implements tasks required to deliver timely outcomes, negotiating some key aspects with others Monitors implementation of plans and adjusts as necessary Considers whether and how often others should be involved, using consultative or collaborative processes as an integral part of the decision-making process Analyses outcomes of decisions to identify improvement opportunities Actively identifies systems, devices and applications with potential to meet current and future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM506 Manage recruitment selection and induction processes	BSBHRM506A Manage recruitment selection and induction processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop or critically analyse a policy and procedures framework for recruitment, selection and induction

identify the need for recruitment

prepare and oversee appropriate documentation required for recruitment

select and advise job applicants appropriately

manage the induction process

comply with relevant legislation and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe recruitment and selection methods, including assessment centres

explain the concept of outsourcing

describe the purpose of employee contracts and industrial relations

summarise relevant legislation, regulations, standards and codes of practice that may affect recruitment, selection and induction

explain why terms and conditions of employment are an important aspect of recruitment

explain the relevance of psychometric and skills testing programs to recruitment.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to deal with redeployment, resignation, retirement, dismissal and redundancy, including the conduct of exit interviews.

It applies to individuals who take responsibility for overseeing aspects of managing the voluntary and involuntary termination of employment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop policies and procedures for separation/termination of employment	1.1 Undertake research to determine features of best practice systems of separation/termination and the legal requirements 1.2 Undertake consultation with relevant managers prior to introduction of new forms, procedures or systems 1.3 Develop policies, procedures and supporting documentation for all forms of separation/termination 1.4 Ensure procedures for dismissal or termination respect employees, provide strict confidentiality and comply with legislation 1.5 Obtain support for separation/termination policies and procedures from senior managers 1.6 Communicate policies and procedures, and provide supporting documents to relevant personnel 1.7 Use feedback to make refinements to policies, procedures and supporting documents for separation and termination
2 Manage separation/termination processes	2.1 Develop a redundancy or redeployment plan 2.2 Manage redundancies and redeployment and provide relevant information about processes so work outcomes are not compromised 2.3 Provide outplacement or other assistance in accordance with organisational policies and legal requirements 2.4 Ensure dismissals for incapacity to perform or misconduct comply with legislative and organisational requirements 2.5 Ensure human resource staff, managers and supervisors have necessary skills and knowledge to take disciplinary action 2.6 Review workforce data for predicted numbers of people retiring and make necessary plans 2.7 Review and evaluate separation/termination procedures regularly and introduce improvements
3 Manage exit interview process	3.1 Ensure separating employees are offered opportunity to participate in exit interviews 3.2 Ensure process for exit interviews is clear and that staff are skilled to conduct them 3.3 Ensure data from exit interviews is recorded and depersonalised 3.4 Analyse data from exit interviews to establish trends and patterns and introduce improvements across the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

Skill	Performance Criteria	Description
Learning	2.5, 3.2	Ensures staff have necessary skills and training to oversee employees terminations
Reading	1.1, 1.3, 1.4, 1.7, 2.1, 2.2, 2.3, 2.6, 2.7, 3.2	Critically evaluates and applies content from a range of texts to determine legislative and business requirements
Writing	1.1, 1.3, 1.6, 1.7, 2.1, 2.2, 2.6, 2.7, 3.3	Records results of research for personal use Uses a range of writing skills and techniques to create or edit organisational documentation in required format for a range of audiences Creates records in required format and structure
Oral Communication	1.2, 1.5-1.7, 2.2, 2.5, 3.1, 3.2	Uses appropriate terminology and non-verbal features when consulting others and presenting information Uses open questioning and active listening skills when seeking feedback from others
Numeracy	2.6, 3.4	Undertakes basic mathematical calculations to review and manipulate workforce data
Navigate the world of work	1.1, 1.4, 1.7, 2.3, 2.4, 2.7	Identifies and adheres to legislative and organisational requirements relevant to role Develops or updates policies and procedures to achieve organisational goals Monitors adherence to organisational policies and procedures
Interact with others	1.2, 1.5, 2.5, 3.1, 3.2	Collaborates with others to achieve outcomes, playing an active role in facilitating understanding of procedures
Get the work done	1.1, 2.1, 2.2, 2.7, 3.1	Plans and implements tasks to achieve outcomes in accordance with legislative and organisational requirements Uses systematic processes to gather and analyse the data needed to make decisions that affect the organisation Uses consultation and analytical thinking to decide on improvements to work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM507 Manage separation or termination	BSBHRM507A Manage separation or termination	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

create policies and procedures to manage all aspects of employment termination according to legislative and organisational requirements

communicate effectively with employees to ensure they are aware of their rights and responsibilities

ensure staff have an appropriate skill-sets to conduct terminations

use data from exit interviews to suggest organisational improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and describe disciplinary procedures

describe employment contracts including terms and conditions

outline procedures and grounds for dismissal, suspension, voluntary termination, retirement and redundancy

summarise relevant industrial relations and employee dismissal legislation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology

interaction with others

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to process and analyse workers compensation and sick leave claims. It also covers the establishment of rehabilitation needs and return to work programs and their monitoring, review and evaluation.

It applies to individuals who manage claims and ensure that the organisation provides appropriate support for the worker.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Analyse claims	1.1 Ensure that the organisation has and maintains a current Workers' Compensation insurance policy (or equivalent) as required by the applicable legislation 1.2 Process claims in accordance with organisational policies and legal and insurance requirements 1.3 Dispute claims where insurer or organisational requirements are not met 1.4 Notify rehabilitation provider in accordance with organisational procedures 1.5 Advise claimants as to whether their claim has been accepted 1.6 Analyse claims to identify the nature of the illness/injury and prepare report/s 1.7 Identify projected period of absence and where rehabilitation assistance is required and ensure arrangements are made in the work team to deal with absence
2 Establish rehabilitation/return to work program	2.1 Ensure consultation occurs between rehabilitation provider and treating doctor 2.2 Ensure consultation occurs between rehabilitation provider, relevant managers and employee 2.3 Consider job redesign, reduced hours and alternative duties in the light of medical advice 2.4 Design a rehabilitation/return to work program to achieve a successful return to work 2.5 Obtain approval for return to work program by relevant managers 2.6 Establish rehabilitation program with employee 2.7 Undertake risk analysis in relation to proposed program and mitigate risk where appropriate 2.8 Commence program as close to the time of the accident/illness as possible
3 Monitor/evaluate rehabilitation/ return to work program	3.1 Encourage regular feedback/communication between provider, supervising manager and employee 3.2 Organise regular contact and support between provider and employee 3.3 Identify breaches of the return to work program and take remedial action promptly 3.4 Refer return to work program to workers compensation authorities where breaches occur 3.5 Modify return to work program where appropriate if it is not delivering the required outcomes 3.6 Evaluate each rehabilitation/return to work program at its conclusion and implement recommendations for system improvement where appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.6, 1.7, 2.3, 2.4, 2.7, 3.6	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.7, 3.3, 3.4, 3.5, 3.6	Records results of analysis in required formats Prepares correspondence to a range of individual in required format Uses vocabulary, grammatical structure and appropriate organisational conventions to ensure rehabilitation and return to work programs are effectively documented
Oral Communication	1.3, 1.4, 1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.3, 3.4	Uses appropriate vocabulary and non-verbal features in discussions with employees, insurance companies and rehabilitation providers when dealing with claims
Numeracy	2.3, 2.4, 2.7, 3.6	Uses basic numeracy skills to determine the appropriate amount of hours for a return to work program Selects and uses appropriate mathematical problem-solving strategies to undertake risk analysis and to evaluate the rehabilitation program
Navigate the world of work	1.1-1.4	Ensures knowledge of legislative requirements and products is kept up to date in order to provide accurate information Takes full responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation Seeks to improve policies and procedures to better meet organisational goals
Interact with others	1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.4, 3.6	Uses appropriate protocols and practices to communicate with a range of stakeholders Implements strategies to discuss health matters sensitively with a range of people Encourages collaboration between relevant stakeholders
Get the work done	1.1-1.4, 1.6, 1.7, 2.1-2.4, 2.6-2.8, 3.3-3.6	Plans and organises complex tasks to ensure that that claims are properly processed and to keep the claimant informed Monitors progress of plans and schedules and reviews and changes them to meet new demands and priorities Makes critical decisions in complex situations, taking a range of variables into consideration Evaluates and analyses results of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM509 Manage rehabilitation or return to work programs	BSBHRM509A Manage rehabilitation or return to work programs	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

process and analyse workers compensation claims

process and analyse sick leave claims

establish, implement, monitor and review a rehabilitation needs and return to work program including

identifying breaches

liaising between the claimant, workers compensation authority, rehabilitation provider, doctor and workplace

determining the extent to which the program meets its objective in respect to timeframes, success rates, cost and impact on the organisation

conduct a risk analysis of a return to work program and mitigate identified risks including

assessing the likelihood of a negative event preventing the program meeting its objectives and the likely consequences of such an event

action taken to reduce or eliminate identified risk

assess the strengths and weaknesses of the organisation’s approach to rehabilitation return to work programs

apply relevant legislation to return to work programs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain rehabilitation concepts and return to work procedures

identify and describe relevant legislation from all levels of government that affects rehabilitation and return to work programs

outline the role of workers compensation authorities and tribunal procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and facilitate implementation of performance management processes and to coordinate individual or group learning and development to encourage effective employee performance.

This unit applies to individuals who are authorised to establish effective performance management processes for an organisation and who may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop integrated performance-management processes	1.1 Analyse organisational strategic and operational plans to identify relevant policies and objectives to be addressed in integrated performance-management processes 1.2 Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability 1.3 Design methods and processes for line managers to develop key performance indicators for those reporting to them 1.4 Develop organisational timeframes and processes for formal performance-management sessions 1.5 Ensure performance-management processes are flexible enough to cover the range of the organisation's employment situations 1.6 Consult with key stakeholders about the processes and agree on process features 1.7 Gain support for implementation of the performance-management processes
2 Facilitate the implementation of performance-management processes	2.1 Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent 2.2 Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and complies with organisational policies and legal requirements 2.3 Support line managers to counsel and discipline employees who continually perform below standard 2.4 Articulate dispute resolution processes where necessary, mediating between line managers and employees 2.5 Provide support to terminate employees who fail to respond to interventions according to organisational protocols and legislative requirements 2.6 Ensure recorded outcomes of performance-management sessions are accessible and stored securely, according to organisational policy 2.7 Regularly evaluate and improve all aspects of performance-management processes in keeping with organisational objectives and policies
3 Coordinate individual or group learning and development	3.1 Design and develop learning and development plans and strategies to encourage effective employee performance 3.2 Deliver learning and development plans according to agreed timeframes, ensuring achievement of specified outcomes 3.3 Contract appropriate providers for performance development, as identified by plans and according to organisational policy 3.4 Monitor learning and development activities to ensure compliance with quality assurance standards 3.5 Negotiate remedial action with providers, where necessary 3.6 Generate reports to advise appropriate managers on progress and success rates of activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Interprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressed
Writing	1.2, 1.3, 1.4, 3.1, 3.6	Uses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reporting
Oral communication	1.6, 2.1, 2.2, 2.4, 3.5	Conveys information using language, format and style appropriate to a specific audience Uses listening and questioning to extract main ideas from oral texts or to confirm and clarify understanding
Numeracy	3.6	Selects from, and applies, mathematical and problem solving strategies when reporting on success rates of activities
Navigate the world of work	1.1, 1.2, 2.5, 2.6, 2.7, 3.3, 3.4	Understands and interprets organisational policies and procedures in order to formulate processes relevant to own role requirements Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others
Interact with others	1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 3.5	Selects and implements appropriate communication protocols to liaise with personnel in a range of work contexts Supports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situations
Get the work done	1.1-1.7, 2.1-2.7, 3.2, 3.3, 3.4	Takes responsibility for developing, implementing and monitoring processes and strategies to manage performance Accepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirements Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Uses digital systems and tools to store, access and organise digital information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM512 Develop and manage performance-management processes	BSBHRM512A Develop and manage performance management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop, implement, monitor and review an organisational performance management process which supports business goals including analysing the organisational strategic and operational plan

design methods for the development of key performance indicators and formal performance management sessions by line managers

consult with stakeholders to gain support

design, develop, coordinate and implement individual and group learning and development

train line managers and other relevant people to manage performance

provide support to line managers to effectively manage performance issues, including dispute resolution and termination of employment

develop approaches to improve performance and address identified performance gaps.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list characteristics of a learning organisation

outline policies and legislation relevant to performance management

summarise grievance procedures

explain models for giving feedback and options for skill development

describe options in the design of performance management processes

outline role of performance management in relation to broader human resources and business objectives.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

organisational strategic and operational plans

workplace policies and procedures

relevant legislation, regulations and codes of practice

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise and apply workplace information in the context of an organisation’s work processes and knowledge management systems.

It applies to individuals who perform a defined range of skilled operations in various work contexts. They may exercise discretion and judgement using appropriate knowledge of information management to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect and assess information	1.1 Access product and service information in accordance with organisational requirements 1.2 Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3 Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4 Use interpersonal skills to access relevant information from teams and individuals
2 Organise information	2.1 Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2 Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3 Collate information and materials and communicate to relevant designated persons 2.4 Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5 Update and store information in accordance with organisational requirements and systems
3 Review information needs	3.1 Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2 Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3 Identify future information needs and incorporate modifications to collection processes 3.4 Document future information needs and incorporate in modifications to reporting processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 2.5, 3.2	Recognises and assesses textual information to complete tasks according to requirements
Writing	2.1, 2.2, 2.3, 2.5, 3.1, 3.4	Completes workplace records, forms and documentation accurately using correct format, accurate spelling and grammar and terminology specific to requirements
Oral Communication	1.4, 2.3, 2.4, 3.1	Elicits the view and opinions of others and obtains information by listening and questioning Participates in a verbal exchange of ideas/solutions using clear language to contribute information and convey issues
Navigate the world of work	1.1, 2.1, 2.5	Understands rights and responsibilities and complies with explicit policies and procedures and legal and regulatory requirements
Interact with others	1.4, 2.3, 2.4, 3.1	Identifies and follows accepted communication practices and protocols Complies with work instructions and contributes to work group discussions using accepted conventions
Get the work done	1.1, 1.2, 2.1, 2.2, 2.4, 3.2, 3.3	Plans and implements routine tasks and workload making decisions about sequencing and timing Makes low impact decisions within familiar situations, based on a range of predefined or routine solutions, and evaluates the effectiveness of the outcome Uses digital technology to access and record information and to communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM301 Organise workplace information	BSBINM301A Organise workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

efficiently and effectively gather, assess, organise and use workplace information as part of own job role

provide accurate information for defined purposes

maintain and handle data and documents systematically

use business technology to manage information

communicate with colleagues and clients using effective interpersonal skills to obtain and check workplace information

apply relevant legislation and regulations to workplace information

monitor, review and modify information processes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how legislation and regulations may affect the gathering organising and distribution of workplace information

describe methods for checking validity of information and its sources

describe organisational recordkeeping and filing systems, security procedures and safe recording practices

identify workplace policies and procedures relating to workplace information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

workplace policies and procedures

relevant legislation and codes of practice

office equipment and resources

examples of information documents found in the workplace

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop basic keyboard skills using touch typing techniques in a broad range of settings.

It applies to individuals who perform a range of mainly routine tasks and generally work under direct supervision using limited practical skills and fundamental knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to produce documents	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are met 1.2 Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3 Identify organisational and task requirements for document layout and design
2. Produce documents	2.1 Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements 2.2 Use system features to identify and manipulate screen display options and controls 2.3 Use manuals, user documentation and online help to overcome problems with document presentation and production
3. Finalise documents	3.1 Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements 3.2 Ensure document is prepared within designated timelines and organisational requirements 3.3 Name and store document in accordance with organisational requirements and exit application without information loss/damage

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1, 2.3, 3.1, 3.3	Recognises textual information within organisational and task requirements to determine work requirements
Writing	3.1, 3.3	Records numerical and textual information in accordance with requirements of task
Oral Communication	1.2	Participates in a variety of spoken exchanges with relevant personnel in an effort to clarify document purpose, audience and presentation requirements
Navigate the world of work	1.1-1.3, 2.1, 3.1-3.3	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2	May seek guidance from more experienced work colleagues
Get the work done	2.1-2.3, 3.1-3.3	Understands functions and features of specific computer software and uses these to perform work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU201 Produce simple word processed documents	BSBITU201A Produce simple word processed documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce documents following correct ergonomic, conservation requirements and organisational policies and procedures

adhere to organisational style manual when formatting documents

refer to help function and user documentation to rectify document problems

use system features

follow designated timelines when preparing documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify basic formatting styles and their affect on formatting, readability and appearance of documents

describe purpose, use and function of word processing software

outline organisational requirements for ergonomics, work periods and breaks, and conservation techniques

describe what is contained in an organisational style guide.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

industry software packages

computer user information

relevant legislation and codes of practice

organisational policies and procedures

relevant workplace documentation and resources including a style guide and user manuals.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.

It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.

Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to achieve team outcomes	1.1 Lead the team to identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2 Engage team members to incorporate innovation and productivity measures in work plans 1.3 Lead and support team members in meeting expected outcomes
2. Lead team to develop cohesion	2.1 Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2 Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required 2.5 Model expected behaviours and approaches
3. Participate in and facilitate work team	3.1 Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2 Give the team support to identify and resolve problems which impede its performance 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1 Maintain open communication with line manager/management at all times 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4 Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.1, 4.2	Prepares workplace plans that communicate intent and elicits feedback clearly and effectively
Oral communication	1.1, 1.3, 2.2, 2.3, 3.1, 3.2, 4.2-4.4	Engages in discussions or provides information using structure and language appropriate to the audience and situation
Interact with others	1.1-1.3, 2.1-2.5, 3.1, 3.3, 4.1	Selects and uses appropriate conventions and protocols when communicating with team members Adapts personal communication style to model required behaviours, build trust and positive working relationships and to show respect for the opinions and values of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done	1.1-1.3, 3.2	Develops, implements and monitors plans and processes to ensure team engagement and effectiveness Uses formal analytical thinking techniques to identify issues and generate possible solutions, seeking input from others as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR403 Lead team effectiveness	BSBWOR402A Promote team effectiveness	Updated to meet Standards for Training Packages Title change Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply knowledge of organisational goals, objectives and plans

develop a team work plan including documentation of how it was generated and how it will be monitored

identify and incorporate innovation and productivity measures into a team work plan

communicate with team members and management to identify and establish the team purpose, roles, responsibilities, goals plans and objectives and resolve problems

use techniques to consult, encourage, support and provide feedback to team members

model team leadership behaviours and approaches

liaise with management to develop the teamwork plan, resolve issues and ensure follow-up action is taken.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must explain principles and techniques associated with:

delegation and work allocation

goal setting

group dynamics and processes

individual behaviour and difference

leadership styles

motivation

negotiation

problem solving

planning

workplace innovation

workplace productivity.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

information about the organisation, including organisational structure, goals, objectives and plans

case studies, and where possible, real situations

workplace equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead and manage effective workplace relationships.

It applies to individuals in leadership or management who have a prominent role in establishing and managing processes and procedures to support workplace relationships taking into account the organisation's values, goals and cultural diversity.

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage ideas and information	1.1 Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers 1.2 Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role 1.3 Facilitate feedback to employees on outcomes of the consultation processes 1.4 Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
2. Establish systems to develop trust and confidence	2.1 Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to 2.2 Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct 2.3 Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
3. Manage the development and maintenance of networks and relationships	3.1 Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation 3.2 Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
4. Manage difficulties to achieve positive outcomes	4.1 Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved 4.2 Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures 4.3 Provide guidance, counselling and support to assist co-workers in resolving their work difficulties 4.4 Develop and implement an action plan to address any identified difficulties

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.2, 1.4, 2.1, 4.1, 4.2, 4.4	Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and conventions
Interact with others	2.2, 2.3, 3.1, 4.3	Adapts personal communication style to model behaviours, build trust and positive working relationships, and to support others Plays a lead role in situations requiring effective collaboration, demonstrating high level support and facilitation skills and ability to engage and motivate others
Navigate the world of work	2.1, 2.3	Establishes or follows organisational policy regarding diversity and ethical conduct
Get the work done	1.1-1.4, 2.1, 3.2, 4.1, 4.2, 4.4	Takes responsibility for formulating, organising and implementing plans, processes and strategies that impact the workplace Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies Evaluates outcomes to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR502 Lead and manage effective workplace relationships	Not applicable	New unit	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and/or implement processes to manage ideas and information including:

communicating information to support others to achieve work responsibilities

facilitating employees' contributions to consultation on work issues

providing feedback on the outcomes of consultations

resolution of issues raised or referral to relevant personnel

establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to

provide leadership through own behaviour including:

professional conduct that promotes trust with internal and external contacts

adjusting own interpersonal communication style to meet the organisation’s cultural diversity and ethical environment

plan for, and manage, the use of networks to support identifiable outcomes for the team and the organisation

develop and/or implement processes and systems to manage difficulties including:

identifying and resolving conflicts and other difficulties according to organisational policies and procedures

planning how to address difficulties

providing guidance, counselling and support to assist co-workers in resolving their work difficulties.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how systems, policies and procedures can support the development of effective work relationships focusing on interpersonal styles, communications, consultation, cultural and social sensitivity, networking and conflict resolution

outline legislation relevant to managing effective workplace relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR511 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 3.0.

Application

This unit covers the development and use of emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.

It applies to managers who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the impact of own emotions on others in the workplace	1.1 Identify and use evaluation criteria to determine own emotional strengths and weaknesses 1.2 Identify personal stressors and own emotional states related to the workplace 1.3 Analyse and document potential emotional triggers in workplace situations which may require determine appropriate emotional responses 1.4 Evaluate the impact of own workplace behaviours that demonstrate management of emotions 1.5 Use self-reflection and feedback from others to improve development of own emotional intelligence
2. Recognise and address the emotional strengths and weaknesses of others	2.1 Respond to the emotional states of co-workers and assess emotional cues 2.2 Develop a plan for identifying and responding appropriately to a range of cultural expressions of emotions 2.3 Apply techniques to demonstrate flexibility and adaptability in dealing with others 2.4 Demonstrate consideration of the emotions of others when making decisions
3. Promote the development of emotional intelligence in others	3.1 Create opportunities for others to express their thoughts and feelings 3.2 Assist others to understand the effect of their behaviour and emotions on others in the workplace 3.3 Develop and implement plans to encourage the self-management of emotions in others 3.4 Develop and implement plans to encourage others to develop their own emotional intelligence, to build productive relationships, and maximise workplace outcomes
4. Utilise emotional intelligence to maximise team outcomes	4.1 Identify opportunities to utilise emotional intelligence to increase team performance in line with organisational objectives 4.2 Encourage a positive, inclusive emotional climate in the workplace 4.3 Use the strengths of workgroup members to achieve team and/or organisational objectives

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Identifies and uses strategies to improve own emotional intelligence
Oral communication	Uses appropriate language and nonverbal features to present information and seek feedback Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding
Interact with others	Reflects on personal attributes and considers the impact on others and modifies approach to support development Adapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence Leads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence
Get the work done	Leads processes to develop, implement and monitor plans and processes to ensure team engagement and effectiveness

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR511 Develop and use emotional intelligence	BSBLDR501 Develop and use emotional intelligence	Updates to elements, performance criteria and assessment requirements	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR511 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 3.0.

Performance Evidence

Performance Evidence

Evidence of the ability to:

conduct an analysis to identify own emotional strengths, weaknesses, stressors, emotional states and triggers, incorporating feedback from others

identify workplace situations and environments that may trigger an emotional response

model behaviours that demonstrate management of emotions

recognise the impact that cultural behaviours and beliefs may have on workplace interactions

recognise and respond to the emotional states of others

use emotional intelligence of self and others to enhance team performance

promote the development of emotional intelligence in others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

The candidate must be able to demonstrate the following knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit, and to manage tasks and reasonably foreseeable contingencies in the context of the work role:

Key features of emotional intelligence principles and strategies

Key elements of the relationship between emotionally effective people and the attainment of business objectives

Key strategies for communicating with a diverse workforce which has varying cultural expressions of emotion

Key features of emotional intelligence in the context of building workplace relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies or, where possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED101 Plan skills development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and document current skills and plan future skills development under the guidance of an appropriate adviser.

It applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek advice on future career directions	1.1 Identify possible career directions in industry or organisation 1.2 Identify and prioritise personal work goals 1.3 Discuss future work/career directions with appropriate people and identify additional skill requirements 1.4 Take into account personal values and attitudes regarding work and business in planning future work/career directions 1.5 Identify additional skills required, and determine appropriate method/s to acquire these skills
2. Conduct self-assessment of skills	2.1 Identify work, life and study experiences relating to business 2.2 Assess current skills, knowledge and attitudes against a checklist of relevant competencies 2.3 Discuss results of selfassessment with trainer or assessor 2.4 Identify further skills development needs
3. Prepare portfolio of evidence	3.1 Identify and discuss types of evidence required 3.2 Develop a clear understanding of purpose of evidence 3.3 Collect examples of evidence for portfolio 3.4 Complete application for recognition of current competency and/or personal resume with assistance of assessor

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.3, 2.4	Reflects on knowledge and experience required to broaden future skills development
Reading	1.1, 1.2, 1.5, 2.2, 2.4, 3.2-3.4	Recognises and interprets textual information to determine requirements
Writing	1.2, 1.4, 1.5, 2.1, 2.2, 2.4, 3.1, 3.3, 3.4	Uses factual information and industry-related terminology to complete required workplace documentation
Oral Communication	1.3, 1.5, 2.3, 2.4, 3.1, 3.4	Uses everyday language and listens to short, specific advice to identify career options and personal work goals
Navigate the world of work	1.1-1.5, 2.1-2.4, 3.1, 3.2	With assistance, identifies specific qualifications, experience and/or skills needed for current or desired work role With encouragement, seeks feedback on self-assessment results from a trusted source
Interact with others	1.3, 1.4, 2.3, 3.2, 3.4	Begins to recognise how personal values and beliefs align with, or differ from others in specific work contexts With encouragement, may ask questions to seek information or clarify instructions
Get the work done	3.2, 3.3, 3.4	Plans and implements routine tasks directly related to own requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED101 Plan skills development	BSBLED101A Plan skills development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED101 Plan skills development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and seek advice from appropriate people on:

work/career options

results of self-assessment

preparation of portfolio

prepare a portfolio of evidence including:

evidence examples

resume

recognition of current competencies application.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe importance of skills development in career planning terms

identify sources of advice on career planning and skill development

outline types of evidence and ways of creating portfolios of evidence.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others

examples of resumes and career planning resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment requirements
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

It applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine development needs	1.1 Systematically identify and implement learning and development needs in line with organisational requirements 1.2 Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3 Encourage individuals to selfevaluate performance and identify areas for improvement 1.4 Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1 Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4 Create development opportunities that incorporate a range of activities and support materials appropriate to the achievement of identified competencies 2.5 Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1 Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2 Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4 Document and maintain records and reports of competency according to organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.1-1.4, 2.1-2.4, 3.1, 3.3	Uses structured approaches to set goals, monitor progress and adjust learning approaches for self and others Builds on knowledge and experience to facilitate interaction and learning with others
Reading	1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 2.5, 3.1-3.4	Analyses textual information from a range of sources to identify organisational requirements Analyses information from a range of sources to evaluate performance
Writing	1.1, 1.2, 1.4, 2.1, 2.5, 3.1-3.4	Develops materials to suit the requirements of different roles and individuals in the organisation Maintains records using correct technical and organisational vocabulary
Oral Communication	1.2, 1.3, 1.4, 2.3, 3.1, 3.3	Uses vocabulary appropriate to context and to establish a supportive and learning environment Uses listening and questioning techniques to confirm or show understanding of different perspectives
Navigate the world of work	1.1, 2.5, 3.4	Recognises and responds to explicit and implicit organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Interact with others	1.2, 1.3, 1.4, 2.2, 2.3, 3.1, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts Recognises the importance of building rapport to establish effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Negotiates with others to achieve joint/agreeable outcomes playing an active role in facilitating consensus in potentially contentious situations
Get the work done	1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4	Uses logical planning processes to organise, implement and monitor learning and development needs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED401 Develop teams and individuals Release 2	BSBLED401 Develop teams and individuals Release 1	Updated to clarify assessment requirements	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment requirements
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

systematically identify and implement learning opportunities for others

collect feedback on team and individual performance

give and receive feedback from team members to encourage participation in and effectiveness of the team

collaboratively develop learning plans to match skill needs of individuals and groups

provide mentoring and coaching assistance to teams and individuals

monitor and review workplace learning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe facilitation techniques to encourage team development and improvement

outline organisational policies, plans and procedures for developing teams

identify career paths and competency standards relevant to the industry.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

learning and development plans, policies and procedures

case studies and, where available, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED502 Manage programs that promote personal effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage programs with a health and wellbeing focus. The unit addresses management of the range of programs that would typically be associated with health and wellbeing such as stress management, smoking cessation, exercise, and Employee Assistance Programs (EAPs).

It applies to individuals who take responsibility for managing staff health and wellbeing programs or activities.

It also has particular relevance for managers of human resources or diversity programs, frontline managers and specialist consultants responsible for promoting a balance between work demands and personal life. It is not assumed the individual will be directly involved in delivering the programs.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and analyse employee health issues	1.1 Identify and collect information on employee health issues from appropriate internal and external sources 1.2 Review findings and their implications for the organisation and business objectives 1.3 Develop options for addressing identified health issues 1.4 Obtain support from senior managers for preferred option
2. Plan health and wellbeing program	2.1 Develop program scope and objectives in consultation with appropriate industry consultants, colleagues and managers 2.2 Plan and create administrative structure and resources for program 2.3 Establish program responsibilities and clearly communicate to all stakeholders 2.4 Plan communications and marketing strategies in conjunction with stakeholders 2.5 Establish suitable evaluation methods, develop an overall program management plan and communicate this plan to stakeholders
3. Implement, administer and monitor program	3.1 Prepare policy documents, implement and monitor strategies in conjunction with program team members 3.2 Provide appropriate support, assistance and mentors to relevant personnel 3.3 Implement and monitor tracking systems according to program guidelines 3.4 Reach program milestones within agreed timelines and provide regular progress reports to stakeholders
4. Evaluate program	4.1 Use agreed evaluation methods to assess effectiveness of program at specific stages 4.2 Communicate information from program evaluation process to stakeholders 4.3 Incorporate evaluation process and outcomes into continuous improvement strategies, enterprise agreements and future corporate plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1-2.5, 3.1, 3.3, 3.4, 4.1-4.3	Compares and contrasts information and demonstrates an understanding gained from a variety of sources such as marketing and communication plans
Writing	1.1-1.3, 2.1-2.5, 3.1-3.4, 4.1-4.3	Integrates information from a number of sources and develops content using clear language that supports the purpose and context
Oral Communication	1.1, 1.4, 2.1, 2.3-2.5, 3.1, 3.2, 3.4, 4.1, 4.2	Applies appropriate strategies to communicate main ideas in a range of contexts, and listening and questioning techniques to confirm understanding
Navigate the world of work	1.2, 2.2, 3.1, 4.3	Recognises, responds and contributes to organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Interact with others	1.4, 2.1, 2.4, 3.1, 3.2	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1, 1.3, 2.1-2.5, 3.1, 3.2, 3.3, 3.4, 4.1	Uses logical processes, and an increasingly intuitive understanding of context, to plan, organise, implement and monitor programs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED502 Manage programs that promote personal effectiveness	BSBLED502A Manage programs that promote personal effectiveness	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED502 Manage programs that promote personal effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collaboratively plan and implement a health and wellbeing program

develop an overall program management plan

provide feedback to stakeholders on:

program responsibilities

program milestones

evaluation outcomes

prepare policy documents

provide appropriate support to relevant personal

monitor and review program

incorporate outcomes into organisational strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify a range of employee health issues and options for improving health outcomes

locate and name relevant industry consultants

outline steps to create a program management plan

explain why it is important to monitor program progress.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

relevant workplace documentation, equipment and resources

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.

The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work	1.1 Consult relevant groups and individuals on work to be allocated and resources available 1.2 Develop work plans in accordance with operational plans 1.3 Allocate work in a way that is efficient, cost effective and outcome focussed 1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5 Develop and agree performance indicators with relevant staff prior to commencement of work 1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2 Train participants in the performance management and review process 2.3 Conduct performance management in accordance with organisational protocols and time lines 2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1 Provide informal feedback to staff on a regular basis 3.2 Advise relevant people where there is poor performance and take necessary actions 3.3 Provide onthejob coaching when necessary to improve performance and to confirm excellence in performance 3.4 Document performance in accordance with the organisational performance management system 3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1 Write and agree on performance improvement and development plans in accordance with organisational policies 4.2 Seek assistance from human resources specialists, where appropriate 4.3 Reinforce excellence in performance through recognition and continuous feedback 4.4 Monitor and coach individuals with poor performance 4.5 Provide support services where necessary 4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poorperformance continues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.2, 3.3, 4.4	Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading	1.2, 1.6, 2.4	Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing	1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7	Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication	1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7	Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1	Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work	1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7	Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole Monitors adherence to organisational policies and procedures
Interact with others	1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6	Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion
Get the work done	1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2	Sequences and schedules complex activities, monitors implementation and manages relevant communication Seeks advice, feedback and support as required to assist in the decision-making process Uses experiences to reflect on the ways in which variables impact on performance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT502 Manage people performance	BSBMGT502B Manage people performance	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators

develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements

monitor, evaluate and provide feedback on performance and provide coaching or training, as needed

reinforce excellence in performance through recognition and continuous feedback

seek assistance from human resources specialists where appropriate

keep records and documentation in accordance with the organisational performance management system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislative and regulatory requirements

outline relevant awards and certified agreements

explain performance measurement systems utilised within the organisation

explain unlawful dismissal rules and due process

describe staff development options and information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation’s productivity and profitability plans.

Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation’s operational plan.

This unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plan.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational plan	1.1 Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2 Develop and/or implement consultation processes as an integral part of the operational planning process 1.3 Ensure the operational plan includes key performance indicators to measure organisational performance 1.4 Develop and implement contingency plans for the operational plan 1.5 Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6 Obtain approval for the plan from relevant parties and explain the plan to relevant work teams
2. Plan and manage resource acquisition	2.1 Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation’s human resources management policies, practices and procedures 2.2 Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation’s policies, practices and procedures 2.3 Recognise and incorporate requirements for intellectual property rights and responsibilities in recruitment and acquisition of resources and services
3. Monitor and review operational performance	3.1 Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2 Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3 Identify areas of under-performance, recommend solutions and take prompt action to rectify the situation 3.4 Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5 Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6 Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.6	Identifies and extracts relevant information from a range of complex texts Gathers, interprets and analyses workplace documentation to determine requirements for the operational plan
Writing	1.1-1.5, 2.1, 2.2, 3.1-3.6	Develops and documents a range of detailed texts relating to the management of an operational plan according to organisational requirements Ensures the vocabulary, grammatical structures and conventions are appropriate for the context and target audience
Oral Communication	1.1, 1.2, 1.5, 1.6, 3.4, 3.5	Presents information to a range of audiences using appropriate register, vocabulary and paralinguistic features Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders Confirms understanding through questioning and active listening
Numeracy	1.1, 1.3, 1.4, 3.1-3.4	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and financial viability of the operational plan
Navigate the world of work	2.1, 2.2, 3.4, 3.6	Monitors adherence to organisational policies, procedures and considers own role in terms of its contribution to broader goals of the work environment Appreciates the implications of legal responsibilities with specific reference to health and safety
Interact with others	1.1, 1.2, 1.5, 1.6, 3.5	Identifies and uses appropriate conventions and protocols when communicating with colleagues and external stakeholders Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Get the work done	1.1-1.5, 2.1, 2.2, 3.1, 3.3, 3.4, 3.6	Takes responsibility for developing and implementing systems and processes to achieve organisational objectives, seeking advice, feedback and support as required to assist in the development and planning phase Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic analytical processes to aid decision making, identify potential problems and generate contingency plans or solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT517 Manage operational plan	BSBMGT515A Manage operational plan	Updated to meet Standards for Training Packages. Edits to clarify intent of Performance Criteria. Additional performance criterion and evidence for intellectual property.	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and implement an operational plan using a variety of information sources and consultation (including using specialist advice if required) which includes:

resource requirements

key performance indicators

monitoring processes

contingency plans

communicate effectively with relevant stakeholders to explain the plan and supporting information, seek approvals, negotiate variations and engage work teams

develop and implement strategies to achieve the operational plan within the organisation’s policies, practices and procedures including:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe models and methods for operational plans

explain the role of an operational plan in achieving the organisation’s objectives

explain budgeting processes

list alternative approaches to developing key performance indicators to meet business objectives

outline the legislative and regulatory context relevant to the operational plan of the organisation

outline the organisation’s policies, practices and procedures that directly relate to the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation and regulations

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT622 Manage resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage resources in accordance with planned business strategies. It includes analysing resource requirements, developing resource plans, allocating resources, and reviewing and reporting on resource usage.

It applies to individuals who have a role in allocating and monitoring the use of physical and/or human resources to meet defined business objectives.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse resource requirements	1.1 Develop resource bids in line with outputs specified in business plans 1.2 Consult with key stakeholders to determine the nature and level of resources required 1.3 Analyse resource requirements to identify proposed costs and benefits 1.4 Identify opportunities to share resources across business units within the organisation
2. Develop resource plans to support achievement of business unit objectives	2.1 Develop resource plans that detail the acquisition and allocation of resources, timelines and the relationship to business strategies, contingencies, plans, programs and processes 2.2 Determine internal resourcing capabilities and external resourcing requirements 2.3 Develop procedures for the evaluation of resource allocation and incorporate them in resource plans 2.4 Identify risks and establish risk management processes 2.5 Apply organisation's procedures to obtain approvals from senior management
3. Allocate resources to achieve stated business objectives	3.1 Allocate resources in accordance with relevant legislation, organisational policy and practices 3.2 Manage resource allocation to enable achievement of business unit objectives 3.3 Negotiate and obtain resources within required timeframe to enable achievement of business unit objectives 3.4 Develop and implement systems to enable timely and accurate monitoring and review of resource usage 3.5 Develop or revise work practices to incorporate efficient use of resources
4. Review and report on resource usage	4.1 Develop and implement procedures to review resource allocation against business unit objectives 4.2 Monitor compliance with program and project budgets and take corrective action where necessary 4.3 Prepare reports that clearly indicate the level of performance achieved and any action taken to adjust or rectify procedures in meeting service and product delivery standards

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 3.1, 3.5, 4.2, 4.3	Interprets textual information including legislation and organisational policy, to plan, implement and review resource requirements Analyses organisational information to assess resource usage practices
Writing	1.1, 2.1-2.4, 3.5, 4.1, 4.3	Develops organisational texts including proposals, reports and plans in accordance with organisational requirements
Oral Communication	1.2, 2.2, 3.3	Participates in spoken exchanges with stakeholders using structure and language appropriate to context and audience
Numeracy	1.3, 3.3, 4.2	Selects and uses familiar mathematical techniques to determine costs and benefits associated with strategic resource decisions Defines timeframes in accordance with schedule requirements Selects and uses familiar mathematical techniques to organise timely supply of required resources as well as identify budgetary information and monitor performance
Navigate the world of work	2.3, 2.5, 3.1, 4.1	Takes a lead role in the development of organisational policies and procedures Adheres to legal requirements and organisational policies and procedures
Interact with others	1.2, 2.2, 3.3	Collaborates and negotiates with others to achieve required outcomes
Get the work done	1.4, 2.1-2.5, 3.2-3.5, 4.2, 4.3	Accepts responsibility for planning and sequencing complex tasks to achieve organisational requirements Develops plans and systems to manage resource allocation Systematically gathers and analyses all relevant information, evaluates options and conducts reviews to inform recommendations about resource usage improvements

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Risk management must consider:	potential changes in government priorities other risks.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT622 Manage resources	Not applicable	New Unit	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT622 Manage resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult with relevant stakeholders and analyse information to determine the nature and level of resource required to achieve business objectives

plan for, acquire and allocate the resources, incorporating strategies to maximise efficiency and manage risk

develop and implement systems to:

incorporate efficient use of resources into work practices

monitor resource use against budgets and business objectives

prepare reports that clearly indicate the level of performance achieved and any adjustments needed to achieve service and product delivery standards.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation in relation to managing resources

explain financial management and budgetary processes in the organisation in relation to resource acquisition

explain typical risks associated with managing business resources and possible risk management strategies

outline key elements and sources of information needed in a system to monitor usage for:

physical resources

human resources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing characteristics of possible markets and assessing viability of changes to operations.

It applies to individuals working in a supervisory or management marketing or advertising role within a marketing or advertising team or media organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify marketing opportunities	1.1 Analyse information on market and business needs to identify marketing opportunities 1.2 Research potential new markets and assess opportunities to enter, shape or influence each market, and the likely contribution to the business 1.3 Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities
2. Investigate marketing opportunities	2.1 Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities 2.2 Evaluate each opportunity to determine its impact on current business and customer base 2.3 Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity 2.4 Determine probable return on investment and potential competitors 2.5 Describe and rank marketing opportunities on their viability, and likely contribution to the business
3. Evaluate required changes to current operations	3.1 Identify and document changes needed to current operations to take advantage of viable marketing opportunities 3.2 Ensure organisational changes to service an increased or different customer base including provision for continued quality of service to existing customers 3.3 Estimate resource requirements for changed operations 3.4 Determine and communicate viability of making changes to current operations to key stakeholders 3.5 Document newly identified marketing opportunities and required changes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1	Evaluates and comprehends textual information from a range of sources and draws own conclusions
Writing	1.1-1.3, 2.5, 3.1, 3.4, 3.5	Integrates information from a number of sources to develop material that supports purposes of documentation using suitable grammatical structure and clear, logical language
Oral Communication	2.5, 3.4	Presents opinions, ideas and organisational requirements clearly and creatively using language and presentation techniques appropriate to audience and environment Elicits views and opinions of others by listening and questioning
Numeracy	2.3, 2.4, 3.3	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.1	Recognises and follows explicit and implicit organisational protocols and meets expectations associated with own role
Interact with others	2.5, 3.4	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1-1.3, 2.1-2.4, 3.1, 3.2, 3.3, 3.4	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG501 Identify and evaluate marketing opportunities	BSBMKG501B Identify and evaluate marketing opportunities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and evaluate marketing opportunities to determine whether they can meet organisational objectives

document how current business operations need to be modified, and list resources required, to take advantage of newly identified and evaluated opportunities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

describe organisational marketing plan, structure, products and services

explain principles of marketing and marketing mix

describe statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

organisational strategic and marketing plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine the optimum marketing mix for a business through analysis of interrelated marketing components.

It applies to individuals in marketing management roles who are responsible for developing marketing and promotional mix within an organisation. They may also adjust the marketing mix when new marketing opportunities are identified.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate each component of marketing mix	1.1 Identify key characteristics of products or services and estimate their significance to the market 1.2 Review pricing policy and analyse pricing variables to determine their effect on demand 1.3 Analyse promotional methods to determine their importance to marketing outcomes 1.4 Review channels of distribution and estimate their significance to marketing outcomes 1.5 Identify and analyse level of customer service provision to determine its significance to marketing outcomes 1.6 Identify potential customer base and key pressure points 1.7 Analyse and test effect of components of marketing mix on each other, and establish their relative importance to customer base
2. Determine marketing mix for specific markets	2.1 Identify and assess environmental factors, and their impact on marketing mix 2.2 Identify consumer priorities, needs and preferences affecting marketing mix 2.3 Consider product, pricing, promotional, distribution and service variations, and evaluate these against marketing objectives, target market characteristics and desired positioning 2.4 Select marketing mix that best satisfies target market and meets marketing objectives 2.5 Ensure marketing mix decision meets organisational, strategic and operational marketing objectives
3. Monitor and adjust marketing mix	3.1 Monitor marketing mix against marketing performance and isolate components for testing 3.2 Evaluate implications of altering one or more components of marketing mix in relation to market factors and consumer response 3.3 Adjust components of marketing mix in response to test results and market-response evaluation 3.4 Ensure adjusted marketing mix meets budgetary requirements 3.5 Ensure adjusted marketing mix continues to meet organisational, strategic and operational marketing objectives, and desired positioning

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.7, 2.1-2.5, 3.1-3.5	Evaluates and comprehends textual information from a range of sources
Writing	1.1-1.7, 2.1-2.3, 3.1, 3.2	Documents results of analysis of marketing mix Presents analysis results in required format
Numeracy	1.2, 3.2, 3.4	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.5, 3.5	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment
Get the work done	1.1-1.7, 2.1, 2.2-2.5, 3.1-3.5	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify any required adjustments

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG502 Establish and adjust the marketing mix	BSBMKG502B Establish and adjust the marketing mix	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

report on activities undertaken to establish a marketing mix in an organisation, including information on each element of the mix, such as:

customer service levels

product or service distribution

product or service pricing

additional products or services, if any

product or service promotion

report on success of marketing mix activities developed, including coverage of any necessary adjustments made.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational policies, procedures, products and services related to marketing

describe principles and concepts of marketing such as consumer or buyer behaviour and elements of marketing mix

outline and explain statistical techniques used to gather and analyse marketing information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

organisational and marketing strategic plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG507 Interpret market trends and developments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to conduct an analysis of market data in order to determine organisational and competitor business performance and to prepare market and business forecasts. The information assists in developing an organisation’s marketing plan and to determine the current or potential future success of marketing strategies.

This unit applies to marketing professionals who use statistical techniques to analyse organisational and competitor marketing performance and to interpret new and emerging trends when forecasting future business needs.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interpret trends and market developments	1.1 Use statistical analysis of market data to interpret market trends and developments 1.2 Analyse market trends and developments for their potential impact on the business 1.3 Use measures of central tendency or dispersion and correlations between sets of data for quantitative interpretation of comparative market data 1.4 Perform qualitative analysis of comparative market information as a basis for reviewing business performance 1.5 Analyse the market performance of existing and potential competitors and their products or services to identify potential opportunities or threats
2. Analyse qualitative results	2.1 Analyse performance data from all areas of the business to determine success of marketing activities 2.2 Identify overperforming and underperforming products and services to be considered for redevelopment or withdrawal 2.3 Forecast existing and emerging market needs based on information available using forecasting techniques
3. Report on market data	3.1 Prepare, plot and interpret data for visual presentation 3.2 Assess visual presentation for potential problems, and take any necessary corrective action 3.3 Report on analysis of market data to meet organisational requirements in terms of content, format, level of detail and scheduling

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.5, 2.1, 2.3	Researches, evaluates, analyses and interprets market information from a range of sources, and interprets requirements
Writing	3.1, 3.2, 3.3	Prepares reports containing complex ideas and concepts and writes in a range of styles to suit different audiences
Numeracy	1.1-1.5, 2.1, 2.3	Collects, organises and analyses data to draw conclusions or make forecasts about trends and probability Uses specialised statistical analysis techniques
Oral Communication	3.1, 3.3	Presents information to a range of audiences using appropriate vocabulary and non-verbal features
Interact with others	3.1, 3.3	Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to present findings
Get the work done	1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3	Develops plans and uses effective organisational and time management skills to complete tasks with an awareness of how they may contribute to longer term operational and strategic goals Applies systematic and analytical decision making processes in complex and non-routine situations Uses digital technologies and systems to enter and analyse data and to present information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG507 Interpret market trends and developments	BSBMKG507A Interpret market trends and developments	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG507 Interpret market trends and developments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply statistical and qualitative analysis techniques to identify:

current business performance

competitor performance

potential threats and opportunities

apply qualitative and forecasting techniques to identify:

success of marketing activities

over and under-performing products and services

existing and emerging market needs

document the analysis of market data including visual presentation of findings.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline internal and external sources of information relevant to forecasting market trends including:

business and strategic objectives

marketing and other business performance

comparative market information

changes in technology

demographic changes

social and cultural factors

economic trends

government activities and legislative changes

industry trends

supplier data

outline the legislative and regulatory context as it applies to marketing

identify software applications that are commonly used in quantitative and qualitative analysis and outline their key features

outline statistical concepts, methods, techniques and reporting formats commonly used in marketing including:

conversion rate of leads to sales

measures of central tendency

measures of dispersion

nature and degree of relationship between variables

net response rate

normal distribution probability curve

sampling

speed of response curve

recency or frequency grids

lifetime value of customers

net present value of customers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply and observe marketing plan objectives and action necessary improvements.

It applies to individuals who possess a sound theoretical knowledge base in advertising management, and demonstrate a range of managerial skills. In this role, they usually lead and coordinate a marketing team, implement a marketing plan, monitor performance of marketing strategies and evaluate their effectiveness.

They also involve team members in identifying improvements for marketing strategies and formulating recommendations for future marketing activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement marketing strategies and tactics	1.1 Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2 Identify and brief marketing and nonmarketing personnel critical to success of the marketing plan, on objectives, performance measures, and their roles and responsibilities 1.3 Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4 Implement communication and team building strategies to ensure personnel responsible for each element of the marketing mix work together to meet the organisation’s marketing objectives 1.5 Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with marketing plan
2. Monitor marketing strategies and tactics	2.1 Monitor and implement promotional activity against communication objectives in the marketing plan 2.2 Monitor product, pricing and distribution decisions against organisational policy and objectives of the marketing plan 2.3 Monitor marketing results against targets in the marketing plan 2.4 Monitor marketing revenue and costs against budget, and analyse record variations 2.5 Prepare and present marketing reports indicating ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1 Regularly assess marketing performance against objectives 3.2 Identify opportunities for improvement through discussion with customers and personnel responsible for each element of marketing mix 3.3 Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4 Document recommendations for improvement in accordance with organisational requirements 3.5 Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3-1.5, 2.1-2.4, 3.1, 3.4	Identifies and evaluates textual information to determine business achievements against workplace objectives
Writing	1.1, 1.2, 2.5, 3.4, 3.5	Uses clear, accurate and relevant language to organise and record information and complete workplace documentation
Oral Communication	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Participates in verbal exchanges using appropriate language and non-verbal features Elicits views and opinions of others using active listening and questioning
Numeracy	1.3, 2.2-2.4	Uses mathematical techniques to analyse marketing performance, resource availability, revenue and cost
Navigate the world of work	1.3-1.5, 2.1-2.3, 2.5, 3.1, 3.4	Monitors adherence to organisational policies and objectives and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.2, 1.3, 1.5, 2.1, 2.3, 2.4, 3.2, 3.3	Develops plans and uses effective time management and organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a limited set of criteria When dealing with complex issues identifies cause of the problem, and uses analytical processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG514 Implement and monitor marketing activities	BSBMKG514A Implement and monitor marketing activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

successfully implement marketing strategies identified in an organisation’s marketing plan

coordinate personnel involved in conducting marketing activities

monitor, evaluate and report on marketing activities against defined objectives

modify marketing activities in line with new or emerging trends.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational strategic and marketing objectives, plans and performance measures

summarise principles of marketing mix

explain key provisions of relevant legislation, codes of practice and national standards affecting marketing operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

organisational and marketing strategic plans

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to propose and implement sponsorships and events for specific brands/products.

It applies to individuals who are responsible for attracting a brand’s target audience to increase brand involvement. Individuals work across a variety of industries and possess a sound theoretical knowledge base, and demonstrate a range of managerial skills to ensure business activities are conducted legally and effectively.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate sponsorship and event marketing opportunities	1.1 Research and identify sponsorship and event marketing opportunities 1.2 Analyse advantages and disadvantages of a range of sponsorships and events 1.3 Identify target audience for potential sponsorship and event marketing, and analyse motivation 1.4 Identify legal, cultural and ethical requirements related to sponsorship and event marketing 1.5 Use a range of criteria to select sponsorships and events which would be effective for marketing to the target audience
2. Plan sponsorship and event marketing	2.1 Develop and record objectives and purpose of sponsorship and event marketing 2.2 Analyse and record how sponsorships and events fit with other marketing strategies and business objectives 2.3 Calculate costs of chosen sponsorships and events, and establish a budget 2.4 Plan timelines for implementation and continuation of sponsorships and events 2.5 Produce and present a sponsorship and event marketing proposal in a format appropriate to the organisation
3. Initiate implementation of sponsorships and events	3.1 Initiate negotiations required to proceed with sponsorships and events 3.2 Draft contracts for sponsorships and events under guidance of relevant experts 3.3 Assemble required resources to implement sponsorship and event marketing 3.4 Brief key staff on their required input to sponsorships and events and schedule work
4. Monitor and evaluate sponsorships and events	4.1 Identify and use evaluation criteria to determine effectiveness of sponsorships and event marketing arrangements 4.2 Develop a range of methods to evaluate effectiveness 4.3 Recommend modifications to sponsorship and event marketing arrangements in line with evaluation 4.4 Record improvement opportunities discovered during evaluation, to be used for current and future sponsorship and event marketing plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.2, 4.1, 4.2	Identifies and analyses complex text to identify sponsorship and marketing opportunities
Writing	2.1, 2.2, 2.5, 3.2, 4.2, 4.4	Prepares detailed documentation using appropriate terminology and format to convey clear messages to team members and relevant stakeholders
Oral Communication	1.3, 2.5, 3.1, 3.2, 3.4, 4.3	Participates in verbal exchanges using appropriate language and non-verbal features Uses active listening and questioning to confirm understanding
Numeracy	2.3, 2.4	Uses mathematical skills to develop budgets and calculate work timeframes
Navigate the world of work	1.4, 2.2	Understands own legal rights and responsibilities and extends this understanding across cultural and ethical protocols Adheres to organisational policies and objectives and considers own role for its contribution to broader goals of work environment
Interact with others	2.5, 3.1, 3.2, 3.4, 4.3	Cultivates relationships with people with the knowledge, skills and influence to get things done or provide support, building formal and informal networks within and beyond immediate work context Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.1-1.3, 1.5, 2.2, 2.4, 3.3, 4.1, 4.2, 4.4	Develops plans for sponsorships and events using effective organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a set of criteria When dealing with complex issues, identifies the cause of the problem, and uses analytical processes to generate possible solutions Uses each experience to reflect on opportunities for improvements in future

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG521 Plan and implement sponsorship and event marketing	BSBMKG521A Plan and implement sponsorship and event marketing	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

show development of a sponsorship and event marketing plan that includes:

objectives and purpose of strategy

a comprehensive rationale

a detailed budget

an implementation plan

methods to measure effectiveness

implement a sponsorship AND an event marketing strategy, including draft contracts and evidence of negotiations

evaluate success of sponsorship and event marketing strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain different sponsorships and events suitable for marketing in own context

outline methods of evaluating effectiveness of sponsorship and event marketing strategies

explain sources of advice available on contract requirements for sponsorship and event marketing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant workplace documents and dat

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG523 Design and develop an integrated marketing communication plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and evaluate the range of marketing communication options and media, to design an integrated marketing communication plan, and to develop a marketing communication brief and creative brief reflecting client needs and preferences.

It applies to individuals working in a supervisory or management marketing or advertising role, within a marketing or advertising team or media organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine marketing communication requirements	1.1 Confirm marketing communication purpose and objectives with client 1.2 Obtain comprehensive client and product information 1.3 Review outcomes of previous marketing communication with client 1.4 Confirm budget allocation with client
2. Develop marketing communication brief	2.1 Develop brief, ensuring it contains a client profile, purpose statement and objectives reflecting client needs 2.2 State marketing communication objectives in measurable terms and provide specific guidelines on what is to be accomplished by marketing communication 2.3 Define key characteristics, competitive factors and market situation facing product or service 2.4 Include a summary of information on target audience, and legal and ethical constraints
3. Design integrated marketing communication strategy	3.1 Select marketing communication options appropriate for marketing communication brief 3.2 Critically analyse advantages and disadvantages of each marketing communications variable and media vehicles for product or service 3.3 Determine media characteristics matching brief requirements 3.4 Analyse media consumption habits for primary and supplementary marketing media among target audiences 3.5 Evaluate media styles against the brand character of product or service being marketed 3.6 Compare advantages and disadvantages of selecting multiple media in a media plan 3.7 Develop and apply criteria for selecting multiple media combinations
4. Select and recommend media for marketing strategy	4.1 Select media vehicles that match requirements of marketing brief for product or service 4.2 Recommend primary and secondary marketing media that meet target audience preferences 4.3 Ensure recommended media meet the brief, client’s requirements, and legal and ethical constraints
5. Develop creative brief	5.1 Identify creative content for chosen media using consumer language in the brief 5.2 Identify pitch or appeal for product or service in the brief that meets client requirements 5.3 Identify supporting information required for consumer understanding of product or service in the brief 5.4 Ensure budget for creative work, consistent with overall marketing budget, is contained in the brief 5.5 Incorporate deadline for creative work consistent with overall media schedule in the brief

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1-2.4, 3.3-3.7, 5.3	Accesses information from a range of sources and identifies, interprets and analyses information relevant to marketing activities
Writing	1.1, 1.3, 1.4, 2.1-2.4, 5.1-5.5	Uses clear, specific and culturally appropriate language to articulate potentially complex ideas, issues and concepts to clients Uses appropriate formats and structures information logically to present ideas and recommendations to clients
Oral Communication	1.1, 1.3, 1.4	Actively participates in verbal exchanges by listening and questioning to clarify and confirm information Uses appropriate language and non-verbal features to clarify, explain and present information on marketing activities
Numeracy	1.4, 2.2, 3.4, 5.4	Collates and interprets numeric information to analyse trend data, develop targets and prepare budgets for marketing activities
Navigate the world of work	2.4, 4.3	Considers legal and ethical implications in relation to own role
Get the work done	1.1-1.4, 3.1-3.7, 4.1, 4.2, 5.1-5.5	Plans, organises and implements tasks to achieve outcomes, with an awareness of client requirements, time and budgetary restraints Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG523 Design and develop an integrated marketing communication plan	BSBMKG523A Design and develop an integrated marketing communication plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG523 Design and develop an integrated marketing communication plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce an integrated strategic marketing communication plan for presentation to a client, including:

purpose statement

definition of target audience

analysis of product or service

legal and ethical constraints

marketing communication functions and media vehicles chosen, with rationale for each

creative brief for media options

schedule for creative work

budgetary allocation for each media vehicle.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline economic, social and industry trends relevant to choice of appropriate media options

analyse industry products or services to recommend appropriate media options

summarise key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

explain principles of consumer behaviour and influences on buyer behaviour

summarise range of marketing communication options for different markets

describe and contrast range of media vehicles for marketing communication options.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake a straightforward project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

This unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

The unit does not apply to specialist project managers. For specialist project managers, the other units of competency in the project management field (BSBPMG) will be applicable.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define project	1.1 Access project scope and other relevant documentation 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify limits of own responsibility and reporting requirements 1.5 Clarify relationship of project to other projects and to the organisation's objectives 1.6 Determine and access available resources to undertake project
2. Develop project plan	2.1 Develop project plan in line with the project parameters 2.2 Identify and access appropriate project management tools 2.3 Formulate risk management plan for project, including Work Health and Safety (WHS) 2.4 Develop and approve project budget 2.5 Consult team members and take their views into account in planning the project 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3 Establish and maintain required recordkeeping systems throughout the project 3.4 Implement and monitor plans for managing project finances, resources and quality 3.5 Complete and forward project reports as required to stakeholders 3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables
4. Finalise project	4.1 Complete financial recordkeeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project
5. Review project	5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.4, 3.5, 4.1, 4.3, 5.1	Organises, evaluates and critiques ideas and information from a range of complex texts
Writing	2.1, 2.3, 2.6, 3.3, 3.5, 4.1, 4.3, 5.3	Develops plans, reports and recommendations using vocabulary, structure and conventions appropriate to text Establishes and maintains records according to organisational requirements
Numeracy	1.6, 2.4, 3.4, 4.1	Uses formal and some informal, oral and written mathematical language and representation to prepare and communicate budgetary and financial information
Oral communication	2.5, 5.2	Participates in verbal discussions using clear language and appropriate features to present or seek information Using listening and questioning skills to seek information and confirm understanding
Navigate the world of work	1.3, 1.4, 2.3, 3.1, 4.3	Recognises and responds to organisational and legislative/regulatory requirements
Interact with others	2.5, 3.1, 3.2, 4.2, 5.2	Selects and uses appropriate communication protocols and practices to ensure shared understanding of project roles and expectations Uses collaborative techniques to engage stakeholders in consultations and negotiations
Get the work done	1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1-3.7, 4.1, 4.2, 4.3, 5.1, 5.3	Develops and implements plans to manage projects that involve diverse stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses digital technologies and applications to access, organise and share information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG522 Undertake project work	BSBPMG522A Undertake project work	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

define the parameters of the project including:

project scope

project stakeholders, including own responsibilities

relationship of project to organisational objectives and other projects

reporting requirements

resource requirements

use project management tools to develop and implement a project plan including:

deliverables

work breakdown

budget and allocation of resources

timelines

risk management

recordkeeping and reporting

consult and communicate with relevant stakeholders to generate input and engagement in planning, implementing and reviewing the project

provide support to team members to enable them to achieve deliverables and to transition them as appropriate at completion of the project

finalise the project including documentation, sign-offs and reporting

review and document the project outcomes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of project management tools and how they contribute to a project

outline types of documents and other sources of information commonly used in defining the parameters of a project

explain processes for identifying and managing risk in a project

outline the organisation's mission, goals, objectives and operations and how the project relates to them

explain the organisation's procedures and processes that are relevant to managing a project including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

recordkeeping

reporting

outline the legislative and regulatory context of the organisation in relation to project work, including work health and safety (WHS) requirements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to set up the operational frameworks for the creation, capture and use of records and to monitor and review these frameworks and activities within a business or records system of a specific business domain.

It applies to individuals who work closely with other staff members in an organisation and may also have a degree of individual responsibility and autonomy. They use a range of organisational, analytical and managerial techniques to perform their work in business and records systems or in specialist recordkeeping environments, such as archives.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements or modifications	1.1 Identify and document core business, supporting activities, resources, business and social context, using observation and consultation 1.2 Determine security and access requirements for business or records system content from analysis of organisation’s activities 1.3 Analyse organisational reporting and accountability requirements in the context of the business documentation 1.4 Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5 Determine format content and metadata of records for each organisational function from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1 Determine metadata needed to manage record storage, location and retrieval in a business or records system 2.2 Select scale, and number of business or records systems appropriate to scale and nature of business operations 2.3 Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4 Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5 Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6 Select business or records system suited to the projected growth of the organisation
3. Develop an implementation plan	3.1 Identify and document recordkeeping responsibilities of individual personnel or organisational units 3.2 Develop measurable performance indicators for recordkeeping activities 3.3 Develop procedures and guidelines for capturing and controlling records 3.4 Communicate an implementation plan to users of the system and other relevant organisational staff
4. Monitor and review business or records system	4.1 Monitor business and records system and notify staff in accordance with approved timeframes, frequency, and organisational policies and guidelines where applicable 4.2 Record details of variation from business or records system’s rules, standards and procedures that exceed agreed limits 4.3 Provide required reports to appropriate authority relating to use and maintenance of records 4.4 Designate responsibilities to staff for record creation and capture activities in accordance with organisational policies
5. Identify and respond to problems and changes	5.1 Use monitoring reports and external events to identify any problems and changes that require a systemic response 5.2 Make recommendations for revisions to systems, procedures, and strategic plans in response to identified variations, changes and problems 5.3 Devise amendments to systems and implementation or other plans where required 5.4 Prepare recommendations for system amendments, planning and implementation 5.5 Authorise or gain authorisation, for procedures for using the business or records systems, and for any subsequent alterations and amendments to the procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 3.1, 3.2, 4.1, 4.2, 5.1	Critically evaluates content from a range of structurally complex texts and applies to own context
Writing	1.1, 1.2, 1.5. 2.1, 3.1-3.4, 4.1, 4.2, 4.3, 4.4, 5.2, 5.4, 5.5	Uses clear, accurate and relevant language to organise, record and update information and complete workplace documentation
Oral Communication	1.1, 3.1, 3.4, 4.4, 5.5	Employs active listening and questioning techniques to confirm requirements Clearly articulates plans and responsibilities to relevant personnel using appropriate language and features
Numeracy	1.1, 1.4, 2.1, 2.4	Identifies and comprehends numerically expressed information in financial records and other business documentation that informs of recordkeeping system requirements Assesses need for numerical information in metadata and calculates costs associated with system structure and operation
Navigate the world of work	3.3, 4.1, 5.1, 5.2	Develops and maintains organisational policies and procedures, monitors adherence, and understands how own role contributes to broader goals of the work environment
Interact with others	3.4, 4.3, 5.5	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 4.4, 5.1, 5.2, 5.3	Takes responsibility for planning and organising own workload and tasks to ensure work deadlines are met Makes decisions by using systematic, analytical processes, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Understands the purposes, specific functions and key features of digital systems and tools Recognises and addresses some unfamiliar problems of increasing complexity within own scope

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG502 Manage and monitor business or records systems	BSBRKG502B Manage and monitor business or records systems	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse, develop and document a business or records system including a detailed implementation plan

develop specifications and performance indicators to monitor system effectiveness

develop and document a plan to address issues identified during monitoring or review.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

explain the characteristics of the organisational functions, structure and culture relevant to the business or records system

explain the organisational policies, strategies and procedures for records access and security

identify problems and changes that could require a systemic response.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies, and where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify risks and to apply established risk management processes to a defined area of operations that are within the responsibilities and obligations of the role.

It applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks	1.1 Identify the context for risk management 1.2 Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3 Document identified risks in accordance with relevant policies, procedures, legislation and standards
2. Analyse and evaluate risks	2.1 Analyse and document risks in consultation with relevant stakeholders 2.2 Undertake risk categorisation and determine level of risk 2.3 Document analysis processes and outcomes
3. Treat risks	3.1 Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2 Identify control measures for all risks 3.3 Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4 Choose and implement control measures for own area of operation and/or responsibilities 3.5 Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1 Regularly review implemented treatment/s against measures of success 4.2 Use review results to improve the treatment of risks 4.3 Provide assistance to auditing risk in own area of operation 4.4 Monitor and review management of risk in own area of operation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2	Comprehends documents and texts of varying complexity to extract and analyse relevant information
Writing	1.3, 2.1, 2.3, 3.5	Uses specific, industry related terminology and logical organisational structure in workplace documents that identify and analyse risk and report management process outcomes
Oral communication	2.1	Participates effectively in interactions with stakeholders by using questioning and listening to elicit opinions and clarify understanding
Numeracy	1.2, 4.1	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 1.3, 3.3	Complies with organisational and legislative requirements Takes responsibility for identification and management of risk within own work context and refers matters to others as required
Interact with others	2.1	Selects appropriate communication protocols and conventions when conferring with others to establish risk management requirements
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4	Determines job sequence and works logically and systematically to undertake defined tasks Uses analysis and consultative processes to inform decisions about selection and implementation of risk control measures Evaluates effectiveness of plans and results to inform improvement decisions Uses familiar digital technologies and systems to access information, prepare plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK401 Identify risk and apply risk management processes	BSBRSK401A Identify risk and apply risk management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to apply organisational policies, procedures and processes to:

identify risks

consult with relevant stakeholders to analyse and evaluate risks

identify and evaluate control measures

develop and implement treatment plans for own area or responsibility

refer risks that are beyond own area of responsibility to others

maintain risk management documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline techniques for identifying and evaluating risks

outline organisational policies, procedures or processes for risk management

give examples of areas where risks are commonly identified in an organisation

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

describe the organisation's auditing requirements relating to risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards 1.2 Determine scope for risk management process 1.3 Identify internal and external stakeholders and their issues 1.4 Review political, economic, social, legal, technological and policy context 1.5 Review strengths and weaknesses of existing arrangements 1.6 Document critical success factors, goals or objectives for area included in scope 1.7 Obtain support for risk management activities 1.8 Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1 Invite relevant parties to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select most appropriate options for treating risks 4.2 Develop an action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Ensure all documentation is in order and appropriately stored 4.5 Implement and monitor action plan 4.6 Evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 1.5, 2.2	Comprehends a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	1.6, 1.8, 2.1, 2.3, 4.3	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral Communication	1.8, 2.1, 2.3, 4.3	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	2.2	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 2.1, 4.3	Refers to organisational processes, procedures and requirements when making decisions about risk management
Interact with others	1.8, 2.1, 2.3, 4.3	Establishes and uses appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Get the work done	1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 4.6	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK501 Manage risk	BSBRSK501B Manage risk	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify the scope and context of the risk management process including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with relevant stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

outline organisational policies, procedures and processes for risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSLS408 Present, secure and support sales solutions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to present sales solutions that respond to specific buying needs of a client, and to use sales processes associated with securing prospect commitment to proceed with a sale.

It also includes attending to post-sales activities that build and strengthen the partnership between a salesperson and client, and enhance the likelihood of future sales.

It applies to individuals working in sales-related positions in a small, medium or large enterprise, in a wide variety of industries, who may provide sales solutions individually, or provide advice and support on aspects of sales solutions to support a sales team.

No licensing, legislative or certification requirements apply to this unit at the time of publication

Unit Sector

Business Development – Sales

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sales presentation	1.1 Obtain and organise products, ideas and services for use within sales presentation 1.2 Review product information to ensure familiarity with products 1.3 Identify sales tactics, and assess and choose options that meet needs and preferences of the prospect 1.4 Consider variety of sales solutions and prepare to meet buyer needs 1.5 Identify and select sales aids 1.6 Identify alternatives for prospects and assess in relation to anticipated buyer needs
2. Present sales solution	2.1 Use gestures, posture, body language, facial expressions and voice to create a supportive selling environment 2.2 Use listening skills and open-ended questions to identify buyer needs, preferences, motives and objections 2.3 Adjust presentation to match needs and preferences of buyer 2.4 Use persuasive communication techniques to secure buyer interest 2.5 Ensure presentation demonstrates and communicates key features of product and emphasises benefits in relation to identified buyer needs 2.6 Obtain and present proof of benefits through product purchase 2.7 Use sales aids to build buyer understanding of how product aligns with needs
3. Respond to buyer signals	3.1 Identify and assess verbal and non-verbal buying signals 3.2 Use probing to identify source of buyer resistance 3.3 Identify strengths and limitations of buyer resistance strategies 3.4 Select and implement strategy for managing buyer resistance 3.5 Use trial closes strategically during different stages of sales process
4. Negotiate and finalise sale	4.1 Initiate formal close to sales process following one or more trial closes 4.2 Select strategy to close sale, and use supportive and confirming language to support closure 4.3 Negotiate conditions of agreement, outline a summary of agreement to buyer, and confirm buyer’s decision 4.4 Provide advice on financing arrangements, if required 4.5 Prepare and complete sales documents, and process and monitor client order 4.6 Identify and present cross-selling opportunities to buyer
5. Support post-sale activities	5.1 Ensure contact is made with buyer post-sale to ensure agreed expectations have been met 5.2 Provide technical assistance or advice and assist clients to access appropriate after-sales support 5.3 Use feedback solicitation regarding sales process and product satisfaction 5.4 Address and resolve service problems and difficulties identified through feedback 5.5 Develop and implement client loyalty strategies to secure buyer loyalty and facilitate ongoing contact 5.6 Offer and implement additional sales solutions and benefits to clients when opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.7, 4.3-4.6, 5.1-5.6	Analyses and evaluates textual information to develop research strategies, integrate facts and ideas, and meet organisational requirements
Writing	1.1, 4.5-4.6, 5.1-5.6	Creates documents using specific and detailed language to convey explicit information, requirements and recommendations
Oral Communication	1.1, 2.1-2.7, 3.1-3.5, 4.1-4.6, 5.1-5.6	Obtains information by listening and questioning, and Participates in discussions using detailed, clear and persuasive language to contribute details, express requirements and provide advice
Numeracy	2.6, 4.3-4.5, 5.5	Identifies, interprets and compares mathematical information in simple and familiar written texts
Interact with others	2.3, 2.4, 3.2-3.4, 4.2, 5.3-5.5	Uses a range of interpersonal skills to build rapport and establish relationships with others Tailors communication to achieve purpose, demonstrating a sophisticated understanding of audience needs
Get the work done	1.1-1.3, 2.1-2.7, 3.2, 3.4, 3.5, 4.1-4.6, 5.1-5.6	Sequences and schedules complex activities to achieve outcomes in a timely fashion Uses systematic, analytical processes in complex, non-routine situations, setting goals, designing strategies, gathering relevant information and evaluating options Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes Uses main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSLS408 Present, secure and support sales solutions	BSBSLS408A Present, secure and support sales solutions	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSLS408 Present, secure and support sales solutions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify principles of effective sales presentation

identify buyer needs and present sales solution

manage buyer resistance

finalise a sale

implement support for post-sale activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

demonstrate detailed product knowledge, including product:

advantages and disadvantages

features

service benefits

identify materials and aids that support presentations

identify principles for achieving an effective sales presentation mix

describe statistical methods used to demonstrate sales performance

describe strategies used to:

manage client accounts

build client goodwill

develop client loyalty.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – sales field of work and include access to:

office equipment and resources

support materials for effective presentations

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB306 Plan a home based business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to employ useful strategies to set up a business from home.

It applies to individuals who are establishing or operating a micro business providing self-employment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine viability of basing a business in a home environment	1.1 Identify activities that will be undertaken by the business and what facilities and workspace are needed 1.2 Identify what licences, permits, regulations or restrictions apply to operating a home based business 1.3 Identify availability of services and infrastructure to support the business 1.4 Calculate costs of suitable fittings and equipment for the business and any modifications required to existing facilities and infrastructure in the home 1.5 Determine access requirements of clients or delivery vehicles to the business premises 1.6 Identify insurance requirements for operation of the business in the home
2. Plan workplace in a home environment	2.1 Prepare a floor plan or layout that meets needs of the business and home occupants 2.2 Prepare any concept plans for modifications to buildings or structures in accordance with local government requirements 2.3 Obtain approvals from relevant authorities 2.4 Identify work health and safety (WHS) issues and develop procedures to eliminate or minimise any risks 2.5 Design workplace to provide appropriate client access and facilities while retaining privacy for home occupants 2.6 Allocate adequate and secure space for business machinery, equipment and storage of materials
3. Minimise potential sources of conflict	3.1 Identify possible sources of conflict with neighbours or home occupants 3.2 Develop protocols for home occupants, visitors and clients to enable the business to successfully operate in the home environment 3.3 Prepare a work schedule that identifies business and personal activities 3.4 Establish contingency plans for unanticipated events

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.6, 2.2, 2.4	Interprets all legislative and regulatory information pertinent to business requirements
Writing	1.6, 2.1, 2.3, 2.4, 3.2-3.4	Uses factual information to complete required forms and workplace documentation
Oral Communication	1.6, 2.3	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and listening and questioning techniques to confirm understanding
Numeracy	1.4	Analyses numerical information to calculate equipment and infrastructure costs
Navigate the world of work	1.2, 2.2, 2.4, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work and recognises specific legal principles and protocols applicable across work context
Interact with others	2.3	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.3-1.6, 2.1, 2.5, 2.6, 3.1, 3.3, 3.4	Plans, organises and implements tasks required to determine needs for a home based business Takes responsibility for outcomes of decisions related directly to own role Recognises and takes responsibility for addressing and rectifying potential problems

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB306 Plan a home based business	BSBSMB306A Plan a home based business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB306 Plan a home based business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify practical requirements of running a home based business, including calculation of costs

plan suitable workspace, including:

preparing concept plan for possible modifications to structure of building

obtaining relevant approvals from external sources

following required legislation

implement procedures and protocols to ensure home based business runs smoothly including:

creating work schedule

identifying and establishing contingency plans for areas of possible conflict.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list factors to consider in setting up a home based business, including prohibitive factors

list commonwealth, state/territory and local government legislative requirements relating to business operation, especially for health and safety and environmental issues

outline constraints of home based businesses

summarise relevant services and available infrastructure.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

workplace office equipment and resources

relevant legislation, regulations, standards and codes

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB401 Establish legal and risk management requirements of small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assess and prioritise risks and identify and comply with all regulations affecting the business.

It applies to individuals operating a small business or setting up a department within a larger organisation, who are skilled at communicating and interpreting legislation and regulations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and implement business legal requirements	1.1 Identify and research possible options for the business legal structure using appropriate sources 1.2 Determine legislation and regulatory requirements affecting operations of the business under its chosen structure 1.3 Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1 Establish systems to ensure legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2 Identify taxation principles and requirements relevant to the business, and follow procedures to ensure compliance 2.3 Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4 Monitor provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5 Conduct investigations to identify areas of noncompliance with legal and regulatory requirements, and take corrective action where necessary
3. Negotiate and arrange contracts	3.1 Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2 Investigate and assess potential products/services to determine procurement rights and ensure protection of business interests where applicable 3.3 Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4 Identify insurance requirements and acquire adequate cover 3.5 Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.2-3.5	Identifies, analyses and evaluates a range of complex text to determine legislative, regulatory and related business requirements
Writing	1.3, 2.1, 2.3, 2.5, 3.1, 3.3, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.5, 3.1, 3.3	Uses specific and relevant language to clearly articulate legal issues, and uses questioning and listening techniques to clarify solutions Participates in verbal negotiations using language suitable to audience
Numeracy	2.2, 2.5, 3.3, 3.4	Reviews, analyses, compares and contrasts numerical data which may be embedded in documents Calculates business insurance costs and compares costing options
Navigate the world of work	1.2, 1.3, 2.1	Monitors adherence to organisational policies and legislative responsibilities and considers own role in terms of its contribution to broader goals of work environment
Interact with others	3.1, 3.3	Plays a lead role in situations requiring effective collaboration, demonstrating high-level influencing skills, focusing and shaping awareness, and engaging and motivating others
Get the work done	1.1-1.3, 2.1	Plans, organises and implements tasks required to determine legal and risk management requirements Implements actions as per plan, making adjustments if necessary and addressing unexpected issues Understands importance of secure information in relation to own work and takes personal responsibility for identifying and managing risk factors Makes a range of critical and non-critical decisions in complex situations, taking a range of factors into account

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB401 Establish legal and risk management requirements of small business	BSBSMB401A Establish legal and risk management requirements of small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB401 Establish legal and risk management requirements of small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

demonstrate a systematic approach to identifying, managing and meeting legal and business requirements, specifically in regard to OHS, business registration and environmental requirements

ensure compliance, by:

following taxation principles

updating and maintaining legal documents

investigating areas of non-compliance

monitoring provision of products and services

taking corrective action where necessary

negotiate and arrange contracts, including:

seeking legal advice

investigating procurement rights

following the business plan

identifying insurance requirements

identifying options of leasing/ownership of business premises.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline business registration and licensing requirements

identify commonwealth, state/territory and local government legislative requirements relating to business operation

explain creation and termination of relevant legal contracts

summarise relevant cultural differences and legal implications

describe legal rights and obligations of alternative ownership structures

outline necessary record keeping to meet minimum legal and taxation requirements

summarise relevant consumer legislation and industry codes of practice

explain relevant insurance requirements and products.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and improve business performance via a clear strategy complementing the business plan.

It applies to individuals who operate a small business independently or within a larger organisation. Individuals in this role analyse and interpret market data and are proficient communicators.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop marketing strategies	1.1 Analyse the business and its key products or services to determine focus of marketing activities, in accordance with objectives of the business plan 1.2 Evaluate customer base and target market for the small business as a basis for marketing objectives and strategies 1.3 Determine marketing objectives and strategies are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1 Balance product mix, volumes and pricing to optimise sales and profit 2.2 Evaluate costs and benefits of using different distribution channels and/or providing different levels of customer service, and consider results in determining marketing mix 2.3 Determine promotional activities to suit target market 2.4 Consider customer needs and preferences in determining marketing mix 2.5 Determine marketing mix according to market and business needs
3. Implement marketing strategies	3.1 Brief those involved in the marketing effort on their roles and responsibilities, to ensure success of marketing strategies 3.2 Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1 Monitor marketing activities and evaluate business performance according to objectives and targets of the business plan 4.2 Analyse performance gaps and take corrective action or set new targets 4.3 Encourage all relevant people to propose ways to improve marketing performance 4.4 Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5 Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6 Monitor and investigate market changes for new opportunities to aid business development

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2-2.4, 3.2, 4.1, 4.4, 4.6	Identifies, analyses and evaluates complex information from a range of sources
Writing	1.3, 2.3, 2.5, 3.1, 3.2, 4.4-4.6	Prepares reports and other workplace documentation using structure, layout and terminology appropriate to the audience
Oral Communication	1.3, 3.1, 4.3, 4.4	Presents ideas and requirements clearly and using language and non-verbal techniques appropriate to audience and environment Uses questioning and listening to check and confirm understanding
Numeracy	2.1, 2.2, 3.2, 4.2	Analyses numerical information to determine budgetary requirements and product quantities Uses a range of calculation methods to evaluate costs and benefits
Navigate the world of work	4.5	Regularly reviews current situation and develops strategies to address improvements in marketing performance
Interact with others	4.3	Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1-1.3, 2.1-2.5, 3.2, 4.1, 4.2	Plans, organises and implements tasks required to develop and implement marketing strategies Implements actions as per plan, making slight adjustments if necessary and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB403 Market the small business	BSBSMB403A Market the small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine objectives of the business plan, including marketing activity focus

evaluate customer base

understand what is ethically and culturally appropriate

determine a marketing mix according to market and business needs, including:

ability to optimise sales and profit

ability to evaluate costs and benefits

determine customer needs and promotional activities

determine marketing strategies, including briefing appropriate personnel on their responsibilities

monitor and evaluate activities and performance, and correct performance gaps

consult and communicate effectively with relevant people

research and monitor ongoing changes and improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss industry market trends

identify performance evaluation methods

explain methods of analysing costs and benefits of marketing strategies

summarise methods of developing marketing objectives and marketing mix

outline methods of monitoring customer satisfaction

identify relevant market analysis and research

provide a detailed explanation of relevant marketing concepts and methods.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant workplace documents

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives.

It applies to individuals who operate a small business that operates independently, or as part of a larger organisation. Individuals in this role interpret business information and numerical data competently and are skilled communicators.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify elements of the business plan	1.1 Identify purpose of the business plan 1.2 Identify and review essential components of the business plan 1.3 Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1 Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives 2.2 Research market needs, and market size and potential 2.3 Identify sources and costs of finance, from financial plan, to provide required liquidity and profitability for the business 2.4 Identify methods, from marketing strategies, to promote market exposure of the business 2.5 Identify methods/means of production/operation from production/operations plan to conform with business goals and objectives 2.6 Identify staffing requirements to effectively produce/deliver products/services 2.7 Identify specialist services and sources of advice, where required, and cost in accordance with available resources
3. Develop strategies for minimising risks	3.1 Identify specific interests and objectives of relevant people and seek and confirm their support of planned business direction 3.2 Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3 Develop a contingency plan to address possible areas of nonconformance with the plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.7, 3.1, 3.2	Identifies, analyses and evaluates complex workplace documentation during planning process
Writing	1.3, 2.3-2.7, 3.1-3.3	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.1	Articulates ideas and requirements using language appropriate to audience
Numeracy	2.2, 2.3, 2.5-2.7	Interprets numerical information to determine prospective markets, resource allocations and business profits/losses
Navigate the world of work	2.1, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work
Get the work done	1.1, 1.2, 2.1-2.7, 3.2, 3.3	Plans, organises and implements tasks required to develop a business plan Implements actions as per plan, making slight adjustments if necessary, and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB404 Undertake small business planning	BSBSMB404A Undertake small business planning	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a business plan which provides for finance, marketing and provision of products/services to facilitate all business goals and objectives

identify and plan all work health and safety (WHS) responsibilities

develop risk management strategies including a contingency plan for non-conformance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss commonwealth, state/territory and local government legislative requirements and industry codes of practice relating to small business planning

explain methods of evaluation

summarise WHS responsibilities and procedures for identifying hazards relevant to the business

outline planning processes

describe preparation of a business plan

identify principles of risk management relevant to business planning

explain reasons for, and benefits of, business planning

outline setting goals and objectives

explain types of business planning – feasibility studies; strategic, operational, financial and marketing planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement a business plan and modify operations as required.

It applies to individuals who operate a small business which stands alone, or is part of a department within a larger organisation. Individuals in this role are skilful communicators and interpret numerical data with ease.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational strategies and procedures	1.1 Develop an action plan to provide a clear and coherent direction, in accordance with business goals and objectives 1.2 Identify work health and safety (WHS) and environmental issues, and implement strategies to minimise risk factors 1.3 Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4 Develop performance measures and operational targets to conform with the business plan 1.5 Develop strategies for innovation, including utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1 Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2 Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3 Maintain staffing requirements, where applicable, within budget, to maximise productivity 2.4 Carry out provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5 Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6 Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1 Regularly monitor/review achievement of operational targets to ensure optimum business performance, in accordance with business plan goals and objectives 3.2 Review systems and structures, with a view to more effectively supporting business performance 3.3 Investigate and analyse operating problems to establish causes and implement changes as required, as part of the business quality system 3.4 Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1 Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2 Clearly record proposed changes to aid future planning and evaluation 4.3 Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.1, 2.2, 2.4, 2.5, 3.1, 4.1	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.1, 1.3-1.5, 3.2, 3.4, 4.1, 4.2	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.2	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding
Numeracy	2.2, 2.3, 2.5	Interprets numerical information to manage performance information and regulate cash flow
Navigate the world of work	1.1-1.3, 2.2, 2.4, 4.1	Develops and revises organisational policies and procedures Appreciates implications of legal and regulatory responsibilities related to own work with specific reference to safety
Get the work done	1.1, 1.3-1.5, 2.1-2.3, 2.5, 2.6, 3.1-3.3, 4.1, 4.3	Plans, organises and implements tasks required to implement strategies and procedures Reflects on how digital systems and tools are used or could be used to achieve work goals Identifies concepts, principles and features of approaches in use in other contexts and considers how these may suit own situation Uses experiences to reflect on how variables impact decision outcomes, and to gain insights into what constitutes ‘good’ judgement and an effective decision in different contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB405 Monitor and manage small business operations	BSBSMB405B Monitor and manage small business operations	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop strategies and procedures to successfully manage business operations, including:

developing an action plan

identifying risk management procedures

developing a quality system

implementing performance measures

utilising technologies to optimise business performance

implement and monitor strategies and procedures developed, including:

analysing and correcting business problems

reviewing and adjusting the business plan

record and research business improvements

make appropriate adjustments to business operations as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain methods for implementing operation and revenue control systems

summarise methods for monitoring performance and implementing improvements

outline work health and safety (WHS) responsibilities and procedures for managing hazards

identify relevant principles of risk management, including risk assessment

clarify quality system principles and methods

explain relevant marketing, sales and financial concepts

summarise relevant performance measures

outline systems to manage staff, stock, expenditure, services and customer service

identify technical or specialist skills relevant to business operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review financial management strategies on a regular basis.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role are skillful communicators and interpret financial reports and other numerical data with ease.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement financial plan	1.1 Identify financial information requirements and obtain specialist services, as required, to profitably operate and extend the business in accordance with the business plan 1.2 Produce financial budgets/projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements 1.3 Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet requirements of financial backers 1.4 Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements 1.5 Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow 1.6 Select key performance indicators to enable ongoing monitoring of financial performance 1.7 Record and communicate financial procedures to relevant people to facilitate implementation of the business plan
2. Monitor financial performance	2.1 Regularly monitor and report on financial performance targets, and analyse data to establish extent to which the financial plan has been met 2.2 Monitor marketing and operational strategies for their effects on the financial plan 2.3 Calculate and evaluate financial ratios according to own/industry benchmarks 2.4 Assess financial plan to determine whether variations or alternative plans are needed, and change as required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.4	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.2-1.5, 1.7, 2.1	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.3, 1.7	Provides clear explanations using language and features suitable to the audience Uses listening and questioning techniques to confirm understanding
Numeracy	1.1-1.5, 2.1, 2.3, 2.4	Interprets numerical information to calculate all relevant financial information
Navigate the world of work	1.2, 1.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.3, 1.7	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses effective negotiation skills to achieve outcomes
Get the work done	1.1, 1.2, 1.4-1.6, 2.2, 2.4	Plans, organises and implements tasks required to manage finances Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB406 Manage small business finances	BSBSMB406A Manage small business finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

operate and extend the business according to the business plan, including:

adhering to legal requirements

meeting requirements of financial backers

defining strategies for contingencies for debtors

defining key performance indicators

communicating with relevant personal

monitor the business against financial plan and make changes as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss benchmarking

explain financial decision-making relevant to the business

summarise significant financial indicators

outline purposes of financial reports

clarify preparation and interpretation of budget/actual reports

identify principles for preparing balance sheets and their interpretation

characterise principles for preparing profit and loss statements and their interpretation

discuss stock records / stock control relevant to the business.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB407 Manage a small team

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select, induct, train and develop staff members to enhance business operations within the parameters of all relevant legislative requirements.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role have a good knowledge of industrial relations and team management and use effective, responsive and supportive communication in workplace interactions.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop staffing plan	1.1 Determine staffing requirements to allow the business to run effectively, in accordance with requirements outlined in the business plan 1.2 Identify and compare existing skills/competencies of owner/s and staff with business requirements to identify any gaps 1.3 Develop policies and procedures for owner/s and staff, in accordance with the business plan
2. Recruit, induct, train and retain team	2.1 Develop job/position descriptions, competencies required and selection criteria to meet business’ needs 2.2 Judge information obtained from each candidate against specified selection criteria, and select according to business needs and legal requirements 2.3 Induct new staff members in accordance with policies and procedures of the business 2.4 Make team members aware of their responsibilities and performance requirements as soon as practicable, and take opportunities to coach team members who are unfamiliar with procedures of the business 2.5 Develop and implement a staff development program and career paths based on requirements of business and staff competencies 2.6 Advertise staff vacancies appropriately in accordance with staffing plan
3. Comply with industrial relations obligations	3.1 Clarify workplace rights and obligations of employers and employees, in accordance with legal requirements and codes of practice 3.2 Counsel staff, if required, in a positive and constructive manner and record outcomes accurately
4. Maintain staff records	4.1 Develop staff records system to provide timely and accurate information, in accordance with confidentiality, legal and taxation requirements 4.2 Monitor and accurately maintain system for recording and retrieving personnel and payroll information, and seek specialist advice where required
5. Manage staff	5.1 Regularly review contribution and skills of self and other team members to ensure performance is in line with agreed performance measures 5.2 Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the business 5.3 Support and encourage staff, and acknowledge and reward their contribution 5.4 Regularly provide opportunities for staff to discuss work related issues 5.5 Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required
6. Review team performance	6.1 Develop positive and constructive relationships with and between team members 6.2 Review and update team objectives in support of business goals on a regular basis in consultation with team members 6.3 Identify strengths and weaknesses of team against current and expected work requirements 6.4 Schedule time, on a regular basis, for team members to review work operations to maintain and improve operational efficiency 6.5 Encourage team members to monitor their own performance, suggest improvements and identify professional development needs, in accordance with personal and business requirements 6.6 Monitor and review staff turnover rate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2, 2.3, 2.5, 2.6, 3.1, 4.1, 4.2, 5.1, 6.3, 6.5, 6.6	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.3, 2.1-2.6, 3.1, 3.2, 4.1, 4.2, 5.5, 6.1-6.3, 6.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.2, 2.3, 2.4, 3.2, 4.2, 5.3, 5.4, 6.1, 6.2, 6.5	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding Participates in verbal negotiations and coaching using language suitable to audience
Numeracy	6.4	Uses basic mathematical formulas to review staff performances within available work schedules
Navigate the world of work	1.3, 2.2, 2.3, 3.1, 4.1	Applies understanding of legal responsibilities to the planning and implementation of tasks Develops and revises organisational policies and procedures
Interact with others	1.2, 2.4, 3.2, 5.3, 5.4, 6.1, 6.2, 6.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and influencing direction Looks for ways of establishing connections and building genuine understanding with a diverse range of people Actively identifies important communication exchanges, selecting appropriate channels and format to suit purpose and audience
Get the work done	1.1, 1.2, 2.2, 2.3, 2.5, 4.2, 5.1, 5.2, 5.5, 6.3, 6.4, 6.6	Plans, organises and implements tasks required to manage a team Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes Anticipates potential problems and has contingency plans ready for implementation Uses digital technologies and systems to enter, store and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB407 Manage a small team	BSBSMB407A Manage a small team	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB407 Manage a small team

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use the business plan to:

determine staffing requirements

conduct skill-gap staff training

develop policies and procedures

develop job descriptions and selection criteria

determine induction processes

implement staff development program

adhere to legal requirements and codes of practice

develop staff records system

conduct ongoing performance measures

communicate effectively with staff members

develop contingency plans

develop strategies to review team performance

monitor and review staff performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss legislative requirements relating to the business operation

explain work health and safety responsibilities and procedures for managing hazards

summarise relevant industry awards/enterprise agreements

outline approaches to staff development and career planning

summarise staff counselling, grievance and disciplinary procedures

identify unfair dismissal legislation and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to effectively measure current resource use and carry out improvements, including reducing the negative environmental impact of work practices.

It applies to individuals, working under supervision or guidance, who are required to follow workplace procedures and instructions, and work in an environmentally sustainable manner within scope of competency, authority and own level of responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify current resource use	1.1 Identify workplace environmental and resource efficiency issues 1.2 Identify resources used in own work role 1.3 Document and measure current usage of resources using appropriate techniques 1.4 Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5 Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1 Follow workplace procedures to ensure compliance 2.2 Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1 Follow organisational plans to improve environmental practices and resource efficiency 3.2 Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3 Make suggestions for improvements to workplace practices in own work area

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 2.1, 3.1	Recognises and interprets textual information to establish job requirements from relevant information
Writing	1.3, 1.4, 1.5, 2.2	Completes documents using required formats
Oral Communication	1.5, 2.2, 3.3	Articulates ideas clearly and uses simple and relevant language to identify and report issues to designated person
Numeracy	1.3	Calculates basic metric measurements to determine resource usage
Navigate the world of work	2.1	Understands and adheres to legal and regulatory responsibilities related to own work
Interact with others	1.5, 2.2, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in range of work contexts Collaborates and cooperates with others to achieve joint outcomes
Get the work done	1.1-1.4, 3.1, 3.3	Implements actions as per plan, taking some responsibility for sequencing and timing of tasks Uses main features and functions of digital tools to complete work tasks and access information Analyses current practices to identify opportunities for improvement.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS201 Participate in environmentally sustainable work practices	BSBSUS201A Participate in environmentally sustainable work practices	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

locate and interpret a range of environment/sustainability legislation and procedural requirements

participate in and support discussions for an improved resource efficiency process

identify, document and measure usage of resources

collaborate with team members on suggestions for improving workplace practices.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

outline sustainability requirements in the workplace

identify reporting channels and procedures to report breaches and potential issues

identify where to find environmental and resource efficiency systems and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

documentation, information and resources related to workplace environmental and resource efficiency issues

office equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.

It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop workplace sustainability policy	1.1 Define scope of sustainability policy 1.2 Gather information from a range of sources to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use and employing life cycle management approaches 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation, outcomes and performance indicators
2. Communicate workplace sustainability policy	2.1 Promote workplace sustainability policy, including its expected outcome, to key stakeholders 2.2 Inform those involved in implementing the policy about expected outcomes, activities to be undertaken and assigned responsibilities
3. Implement workplace sustainability policy	3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility for recording systems to track continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1 Document outcomes and provide feedback to key personnel and stakeholders 4.2 Investigate successes or otherwise of policy 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4 Modify policy and or procedures as required to ensure improvements are made

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 4.2, 4.3	Identifies, analyses and evaluates complex textual information to determine legislative and regulatory requirements, trends and outcomes
Writing	1.2-1.7, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3, 4.4	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Oral Communication	1.2, 1.3, 2.1, 2.2, 3.1, 4.1	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.5, 4.3	Interprets and uses mathematical equations to calculate numerical information relating to time durations and costs
Navigate the world of work	1.1-1.6, 3.1, 4.4	Develops, monitors and modifies organisational policies and procedures in accordance with legislative requirements and organisation goals
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Plays a lead role in consulting and negotiating positive outcomes with a range of stakeholders
Get the work done	1.2, 1.4-1.7, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic, analytical processes in relatively complex, situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS501 Develop workplace policy and procedures for sustainability	BSBSUS501A Develop workplace policy and procedures for sustainability	Updated to meet Standards for Training Packages Minor edits to clarify performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

scope and develop organisational policies and procedures that comply with legislative requirements and support the organisation’s sustainability goals covering at a minimum:

minimising resource use

resource efficiency

reducing toxic material and hazardous chemical use

employing life cycle management approaches

continuous improvement

plan and implement sustainability policy and procedures including:

agreed outcomes

performance indicators

activities to be undertaken

assigned responsibilities

record keeping, review and improvement processes

consult and communicate with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement

review and improve sustainability policies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the environmental or sustainability legislation, regulations and codes of practice applicable to the organisation identify internal and external sources of information and explain how they can be used to plan and develop the organisation’s sustainability policy

explain policy development processes and practices

outline organisational systems and procedures that relate to sustainability

outline typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain a healthy and safe workplace through participation in the process of identifying work health and safety (WHS) hazards and assessing and controlling WHS risks, and the promotion and support of worker consultation.

It applies to individuals who assist with the identification of workplace hazards and the assessment and control of WHS risks as part of their WHS responsibilities, which are in addition to their main duties.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in workplace hazard identification	1.1 Participate in selecting hazard identification methods suitable for the workplace 1.2 Use selected methods to identify, report and record hazards according to workplace procedures and WHS Acts, regulations and codes of practice 1.3 Provide information and assistance to persons conducting hazard identification
2. Participate in WHS risk assessment	2.1 Participate in selecting suitable risk assessment methods for the workplace 2.2 Use selected methods to assess and record risks according to workplace procedures and WHS Acts, regulations and codes of practice 2.3 Provide information and assistance to persons conducting risk assessments
3. Promote and support worker consultation and participation in hazard identification and risk assessment	3.1 Advise workers of, and consult them about, hazard identification and risk assessment activities, according to workplace WHS consultation and participation policies, procedures and processes 3.2 Encourage workers to participate in these activities according to workplace WHS consultation and participation policies, procedures and processes 3.3 Advise workers of, and consult them about, the results and outcomes of these activities, according to workplace WHS consultation and participation policies, procedures and processes
4. Participate in developing, selecting and implementing WHS risk controls	4.1 Obtain workplace records of the outcomes of hazard identifications and risk assessments, and use them to participate in developing risk control options 4.2 Apply knowledge of WHS Acts, regulations, codes of practice, other information and guidelines, and workplace policies, procedures and processes to identify duty holders 4.3 Participate in selecting risk control options using appropriate criteria 4.4 Identify and report factors impeding successful implementation of selected risk controls 4.5 Participate in developing a risk control implementation and evaluation plan 4.6 Provide information about the implementation and evaluation plan to individuals and parties
5. Support effective worker consultation and participation in the risk control process	5.1 Advise workers of, and consult them about, developing risk control options, and selecting and implementing risk controls, according to workplace WHS consultation and participation policies, procedures and processes 5.2 Encourage workers to participate in these activities according to workplace WHS consultation and participation policies, procedures and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 4.1, 4.3, 4.4	Interprets and identifies information from WHS legislation, workplace policy and procedure and records
Writing	1.2, 1.3, 2.2, 2.3, 3.1-3.3, 4.5, 4.6, 5.1, 5.2	Uses formats and language appropriate to audience and context in plans, reports and general advice
Oral communication	1.1-1.3, 2.1-2.3, 4.6	Presents information or assistance using appropriate levels of industry specific vocabulary Uses listening and questioning to clarify and confirm understanding
Navigate the world of work	1.2, 2.2, 3.1, 3.3, 4.2, 5.1, 5.2	Follows legal and regulatory responsibilities and organisational policies and procedures in relation to WHS role Keeps up to date on changes to WHS legislation or regulations and organisational policies and procedures
Interact with others	1.1, 1.3, 2.1, 2.3, 3.2, 3.3, 4.3, 4.5, 4.6, 5.1, 5.2	Understands what to communicate and to whom in a range of contexts Cooperates with others as part of WHS activities and contributes to specific activities requiring joint responsibility and accountability Shares information and resources, offers assistance voluntarily and provides feedback when requested Plays an active role in group discussions, paying attention to perspectives of others and encouraging participation
Get the work done	1.1, 1.2, 2.1, 2.2, 4.3	Plans and implements tasks to achieve required outcomes Uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria in the WHS risk-management process

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	BSBWHS303A Participate in WHS hazard identification, risk assessment and risk control	Updated to meet Standards for Training Packages Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

participate in selection and use of required methods to identify, report and record hazards

assess and record risks for identified hazards

promote and support worker consultation and participation in hazard identification and risk assessment

participate in developing, selecting and implementing risk control options and plans.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the relevant Commonwealth and state or territory Acts, regulations, codes of practice standards, guidance material and other relevant publications

summarise work health and safety (WHS) legislative requirements about:

communication, consultation and participation

notification of incidents

recordkeeping

specific hazard identification and risk assessment and control methods

list the basic principles of incident causation and injury processes

explain the concept of hazards, risks and risk factors

describe hazard identification and risk assessment methods

identify internal and external sources of WHS information and data, and how to access them

summarise organisational WHS policies, procedures, processes and systems

describe the range of WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

describe risk control options for different hazards and work situations

identify types of hazard and risk registers

describe the workplace communication processes for sharing information about hazard identification, and risk assessment and control.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:

organisational policies, standard operating procedures and plans

Acts, regulations, codes of practice, licensing requirements and standards

relevant data files

appropriate resources to manage the identification and rectification of breaches in compliance requirements.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to understand signs and sources of stress within the broader framework of the job role and work environment.

It applies to individuals who usually work with some guidance and supervision in an environment where they are likely to encounter difficult customers and situations from time to time. It typically applies in a contact centre environment owing to the very measured, structured, high volume and potentially repetitive nature of the work, but can apply in any work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop personal awareness of stress	1.1 Recognise signs and sources of stress 1.2 Acknowledge stress and difficult situations 1.3 Analyse and understand potential areas of stress in the work environment
2. Develop stress management techniques	2.1 Develop an effective understanding of a range of stress management techniques 2.2 Use appropriate techniques to manage stressful situations effectively 2.3 Focus on areas of stress within personal control 2.4 Adopt strategies to effectively reduce, manage and deal with stress
3. Manage time	3.1 Develop and understand job role priorities 3.2 Develop techniques to support achievement of key performance indicators (KPIs) and priorities 3.3 Use appropriate time management tools and techniques 3.4 Regularly evaluate tools and techniques 3.5 Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
4. Recover from a stressful contact	4.1 Review the contact or situation 4.2 Analyse root cause/s of stressful contact or situation 4.3 Depersonalise context of contact or situation 4.4 Discuss outcomes with appropriate staff members 4.5 Prepare for next contact or situation positively 4.6 Follow up or take action where needed
5. Maintain personal stamina and resilience	5.1 Identify sources of fatigue in contact centre role 5.2 Adopt work routine and procedural strategies to minimise stress and fatigue 5.3 Monitor personal performance against performance requirements 5.4 Adapt stamina management strategies to maximise performance 5.5 Seek assistance from team members and management in managing stamina
6. Maintain work/life balance	6.1 Identify work/life priorities 6.2 Adopt strategies to support work/life priorities 6.3 Give high priority to health and wellbeing 6.4 Monitor work/life balance 6.5 Develop ability to effectively leave work behind at the end of the day

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	3.1-3.5	Recognises and interprets textual information to determine job role and requirements
Writing	3.3, 3.4, 3.5	Completes time management documentation using organisational formats
Oral Communication	3.5, 4.4, 5.5	Participates in discussions using clear language and features appropriate to audience Uses listening and questioning techniques to request assistance and confirm understanding
Navigate the world of work	3.1, 3.2, 5.3	Understands role requirements and identifies own responsibilities
Interact with others	3.5, 4.4, 5.5	Establishes rapport and builds relationships with team members and others Maintains awareness of own strengths and weaknesses to support an overall sense of wellbeing
Get the work done	1.3, 2.1, 2.4, 3.1-3.4, 4.1-4.3, 4.5, 4.6, 5.1-5.4, 6.1, 6.2, 6.4, 6.5	Plans and organises tasks to achieve outcome within timeframes Uses analytical skills to decide on effective techniques to manage stress and personal well-being Uses problem-solving skills to address a range of issues, seeking advice of others, where necessary Monitors implementation of solutions and reflects on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR201 Manage personal stress in the workplace	BSBWOR201A Manage personal stress in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

recognise and understand potential stress in the work environment

develop and use techniques and strategies to manage stress and stressful situations

adopt and monitor potential sources of stress and fatigue, seeking assistance as required

monitor own performance against performance requirements and key performance indicators (KPIs)

use techniques to achieve work/life balance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe job role priorities and KPIs

list internal and external sources of assistance, including escalation pathways

outline signs and sources of existing and potential stress or difficult situations

discuss stress management and reduction techniques

describe time management tools and techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

time management tools

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to seek feedback for performance improvement and use current technology appropriate to the task.

It applies to individuals working under direct supervision who develop basic skills and knowledge for working in a broad range of settings.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise work schedule	1.1 Discuss and agree on work goals and plans with assistance from appropriate persons 1.2 Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3 Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1 Complete tasks within designated timelines and in accordance with organisational requirements and instructions 2.2 Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3 Identify factors affecting work requirements and take appropriate action 2.4 Use business technology efficiently and effectively to complete work tasks 2.5 Communicate progress on task to supervisor or colleagues as required
3. Review work performance	3.1 Seek feedback on work performance from supervisors or colleagues 3.2 Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3 Identify and plan opportunities for improvement in liaison with colleagues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1, 3.2	Recognises and interprets textual information to determine and adhere to organisational and task requirements
Writing	1.3, 2.5, 3.3	Completes required documents using organisational formats
Oral Communication	1.1, 2.1, 2.2, 2.5, 3.1	Uses listening and questioning techniques to seek information and confirm understanding Participates in verbal interactions using language and features suitable to audience and context
Numeracy	1.3, 2.1	Interprets numerical information related to timeframes
Navigate the world of work	1.2, 2.1, 3.2	Complies with organisational policies, procedures and standards
Get the work done	1.1, 1.3, 2.1-2.4, 3.2, 3.3	Prioritises work and completes activities within designated timeframes Identifies and solves routine problems Selects and uses appropriate digital tools to complete tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR202 Organise and complete daily work activities	BSBWOR202A Organise and complete daily work activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and organise workload with the assistance of others

complete tasks, using appropriate digital tools, within specified timelines seeking assistance as required

use effective communication skills to seek assistance or feedback from others

seek and use feedback from others to monitor and improve work performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisational standards, policies and procedures that relate to own work role

explain the relationship between an individual's work goals and plans and the organisation's goals and plans

list some factors that can affect the ability to get work done, and explain the action to take

explain how to plan and manage time.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select and use computer software and organise electronic information and data.

It applies to individuals who apply a limited range of practical skills with a fundamental knowledge of equipment use and the organisation of data in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and use technology	1.1 Select appropriate technology and software applications to achieve requirements of the task 1.2 Adjust workspace, furniture and equipment to suit user’s ergonomic requirements 1.3 Use technology according to organisational requirements and in a way that promotes a safe work environment
2. Process and organise data	2.1 Identify, open, generate or amend files and records according to task and organisational requirements 2.2 Operate input devices according to organisational requirements 2.3 Store data appropriately and exit applications without damage to or loss of, data 2.4 Use manuals, training booklets and/or online help or helpdesks to overcome basic difficulties with applications
3. Maintain technology	3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and organisational requirements 3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements 3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 2.2, 2.4, 3.1-3.3	Recognises and interprets information from familiar sources to determine job role and task requirements
Writing	2.1, 2.3, 3.2, 3.3	Produces and amends files to meet task and organisational requirements Completes required documentation using organisational formats
Oral Communication	3.3	Uses specific and relevant language to refer faults to others
Navigate the world of work	1.2, 1.3, 2.1, 2.2, 3.1-3.3	Recognises and follows legislative requirements and organisational policies and procedures associated with own role
Get the work done	1.1, 1.3, 2.1-2.4, 3.1-3.3	Uses business technologies and systems safely, when gathering, storing, accessing and sharing information Understands purposes, specific functions and key features of common digital systems and business tools Operates digital systems and business tools effectively to complete routine tasks using some basic troubleshooting strategies as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR204 Use business technology	BSBWOR204A Use business technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select and use technology safely and according to organisational requirements

access, retrieve and store required data

demonstrate basic maintenance on a range of equipment using manuals or help-files

identify and address faults according to requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisation's work health and safety requirements

outline the organisation's requirements for file naming and storage

explain why regular backups of data are done

list 'routine maintenance' tasks

summarise the procedure for addressing equipment faults.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

electronic files and data

workplace documentation and equipment manuals

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

This unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise and complete own work schedule	1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements 1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes 1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans 1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance	2.1 Accurately monitor and adjust personal work performance through self assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs 2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of and products and services according to organisational requirements 2.4 Identify signs of stress and effects on personal wellbeing 2.5 Identify sources of stress and access appropriate supports and resolution strategies
3. Co-ordinate personal skill development and learning	3.1 Identify personal learning and professional development needs and skill gaps using self assessment and advice from colleagues and clients in relation to role and organisational requirements 3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel 3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development 3.4 Incorporate formal and informal feedback into review of further learning needs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1-3.4	Employs a range of approaches and investigative techniques to source the knowledge necessary to arrange personal learning experiences
Reading	1.1, 1.2, 2.1	Interprets textual information to determine organisation’s procedures, own work performance and objectives
Writing	1.3, 1.4, 2.3, 3.1, 3.2, 3.3	Prepares written reports and workplace documents that communicate information clearly and effectively
Oral Communication	2.2, 2.3, 3.1, 3.2	Clearly gives and receives feedback using specific and relevant language Uses listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.3	Understands responsibilities and scope of role and complies with organisational policies, procedures and protocols
Interact with others	1.1, 2.2, 2.3, 3.1, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Fosters and nurtures a culture of constructive and respectful feedback Proactively collaborates with others to achieve specific goals
Get the work done	1.2, 1.3, 1.4, 2.4, 2.5, 3.2	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems Uses digital systems and tools to enter, store and monitor information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR301 Organise personal work priorities and development	BSBWOR301B Organise personal work priorities and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare a work plan according to organisational requirements and work objectives

use business technology to schedule, prioritise and monitor completion of tasks in a work plan

assess and prioritise own work load and deal with contingencies

monitor and assess personal performance against job role requirements by seeking feedback from colleagues and clients

identify personal development needs and access, complete and record skill development and learning.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of legislation that relate to own work role

describe goals, objectives or key performance indicators of own work role

explain ways to elicit, analyse and interpret feedback when communicating with other people in the workplace

explain the principles and techniques of goal setting, measuring performance, time management and personal assessment of learning and development needs

explain signs and sources of stress and strategies to deal with stress in the workplace

identify methods to identify and prioritise personal learning needs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

office equipment and resources

work schedules and performance improvement plans

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and obtain feedback on own work performance and access learning opportunities for professional development.

This unit applies to individuals who are required to design their own work schedules and work plans and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and complete own work schedule	1.1 Prepare workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2 Analyse and incorporate work objectives and priorities into personal schedules and responsibilities 1.3 Identify factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4 Efficiently and effectively use business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1 Identify and analyse personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2 Seek and evaluate feedback on performance from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Co-ordinate professional development	3.1 Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2 Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3 Use feedback to identify and develop ways to improve competence within available opportunities 3.4 Identify, access and complete professional development activities to assist career development 3.5 Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4	Develops strategies to reflect on own performance, obtain feedback, and plan and source professional development opportunities
Reading	1.2, 2.1, 2.3, 3.1, 3.5	Recognises and interprets textual information from relevant sources to understand organisation’s policies and practices
Writing	1.1, 1.3, 2.2, 2.3, 3.2, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.2, 2.3, 3.2	Provides or seeks information using language suitable to audience and context Employs listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.2, 1.3	Interprets numerical information related to budgets and timeframes
Navigate the world of work	1.2, 2.1, 2.3, 3.1, 3.5	Identifies and understands roles and responsibilities in relation to organisational objectives, policies and procedures
Interact with others	2.2, 2.3, 3.2	Selects and uses appropriate practices when communicating with internal and external stakeholders to seek or share information Establishes and builds rapport and relationships with others to foster a culture of trust and honesty in communications
Get the work done	1.1-1.4, 2.3, 3.1, 3.2, 3.4, 3.5	Plans, organises and implements tasks to meet organisational requirements Systematically gathers and analyses information and evaluates options in order to anticipate potential problems and develop contingency plans Uses the main features and functions of digital technologies and tools to complete work tasks efficiently and effectively

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR404 Develop work priorities	BSBWOR404B Develop work priorities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and communicate own work plan

schedule work objectives and tasks to support the achievement of the workgroup goals

review own work performance against workgroup objectives through self-assessment and seeking and acting on feedback from clients and colleagues

plan and access learning opportunities to extend personal work competencies.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how business technology applications can be used to schedule tasks and plan work

explain techniques to prepare personal plans and establish priorities

identify methods to identify and prioritise personal learning needs

outline a range of professional development options

explain methods to elicit, analyse and interpret feedback

provide a detailed explanation of methods that can be used to evaluate own performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documentation including policies and procedures, and benchmarks for work group productivity and performance

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR501 Manage personal work priorities and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.

It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a significant impact on the work culture and patterns of behaviour of others as managers at this level are role models in their work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish personal work goals	1.1 Serve as a positive role model in the workplace through personal work planning 1.2 Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities 1.3 Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur
2. Set and meet own work priorities	2.1 Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 2.2 Use technology efficiently and effectively to manage work priorities and commitments 2.3 Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
3. Develop and maintain professional competence	3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence 3.4 Participate in networks to enhance personal knowledge, skills and work relationships 3.5 Identify and develop new skills to achieve and maintain a competitive edge

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4, 3.5	Investigates and uses a range of strategies to develop personal competence
Reading	1.2, 3.1, 3.2	Analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning
Writing	3.2	Uses feedback to prepare reports that summarise ways to improve competence
Oral Communication	3.2	Uses active listening and questioning to seek and receive feedback
Navigate the world of work	1.2, 2.1	Understands how own role contributes to broader organisational goals Considers organisational protocols when planning own career development
Interact with others	1.1, 3.2, 3.4	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to establish and build positive working relationships with others
Get the work done	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1	Plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare Identifies and uses appropriate technology to improve work efficiency

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR501 Manage personal work priorities and professional development	BSBWOR501B Manage personal work priorities and professional development	Updated to meet Standards for Training Packages Minor edits to clarify Performance Criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use business technology to create and use systems and processes to organise and prioritise tasks and commitments

measure and maintain personal work performance including assessing competency against competency standards and seeking feedback

maintain an appropriate work-life balance to manage personal health and stress

participate in networks

develop a personal development plan which includes career objectives and an action plan

develop new skills.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain principles and techniques involved in the management and organisation of:

performance measurement

personal behaviour, selfawareness and personality traits identification

a personal development plan

personal goal setting

time

discuss management development opportunities and options for self

describe methods for achieving a healthy work-life balance

outline organisation’s policies, plans and procedures

explain types of learning style/s and how they relate to the individual

describe types of work methods and practices that can improve personal performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR502 Lead and manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

It applies to individuals working at a managerial level who facilitate work teams and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish team performance plan	1.1 Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2 Develop performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team 1.3 Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1 Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team 2.2 Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork	3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2 Support the team in identifying and resolving work performance problems 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders
4. Liaise with stakeholders	4.1 Establish and maintain open communication processes with all stakeholders 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by team members and followup with line manager/management and other relevant stakeholders 4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 4.4	Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action
Writing	1.2, 2.1, 2.2, 2.4, 4.2, 4.3, 4.4	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.1, 2.3, 3.1, 4.1, 4.2, 4.3	Engages in discussions or provides information using appropriate vocabulary and non-verbal features Uses listening and questioning techniques to confirm understanding and to engage the audience
Navigate the world of work	1.1, 2.1, 2.2, 3.3	Understands how own role contributes to broader organisational goals Modifies or develops policies and procedures to achieve organisational goals
Interact with others	1.1, 1.3, 2.2, 2.3, 3.1, 3.2, 4.2, 4.3	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that they can understand and use Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others Plays a lead role in situations requiring effective collaboration, demonstrating high level conflict resolution skills and ability to engage and motivate others
Get the work done	1.2, 2.1, 2.2, 2.4, 3.2, 4.1, 4.3, 4.4	Develops, implements and monitors plans and processes to ensure team effectiveness Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes Plans for unexpected outcomes and implements creative responses to overcome challenges

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR502 Lead and manage team effectiveness	BSBWOR502B Ensure team effectiveness	Updated to meet Standards for Training Packages Title change	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR502 Lead and manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use leadership techniques and strategies to facilitate team cohesion and work outcomes including:

encouraging and fostering shared understanding of purpose, roles and responsibilities

identifying and resolving problems

providing feedback to encourage, value and reward others

modelling desired behaviour and practices

develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities

establish processes to address issues and resolve performance issues

support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders

communicate effectively with a range of stakeholders about team performance plans and team performance

facilitate two-way flow of information between team and management relevant to team performance

evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how group dynamics can support or hinder team performance

outline strategies that can support team cohesion, participation and performance

explain strategies for gaining consensus

explain issue resolution strategies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documents

case studies and, where possible, real situations

office equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage employee and industrial relations matters in an organisation. It involves developing and implementing employee and industrial relations policies and plans and managing conflict resolution negotiations.

It applies to those who are authorised to oversee industrial relations and manage conflict and grievances in an organisation. They will have a sound theoretical knowledge base in human resources management and industrial relations as well as current knowledge of industrial relations trends and legislation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Workplace Relations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop employee and industrial relations policies and plans	1.1 Analyse strategic plans and operational plans to determine long term employee relations 1.2 Analyse existing employee relations performance in relation to workforce objectives 1.3 Evaluate options in terms of cost-benefit, risk-analysis and current legislative requirements 1.4 Work with the management team to develop industrial relations policies and plans 1.5 Identify the skills and knowledge needed by management and the workforce to effectively implement these strategies and policies
2. Implement employee relations policies and plans	2.1 Develop an implementation plan and a contingency plan for the employee relations policies and strategies 2.2 Make arrangements for training and development for identified needs to support the employee relations plan 2.3 Undertake associated employee relations activities to reach agreement on changes required by the organisational policies or implementation plan 2.4 Ensure procedures for addressing grievances and conflict are properly documented 2.5 Communicate key issues about procedures for addressing grievances and conflict to stakeholders 2.6 Review employee relations policies and plans to establish whether they are meeting their intended outcomes
3. Manage negotiations to resolve conflict	3.1 Train individuals in conflict-management techniques and procedures 3.2 Identify, and where possible alleviate or eliminate, sources of conflict or grievance according to legal requirements 3.3 Check documentation and other information sources to clarify issues in dispute 3.4 Obtain expert or specialist advice and/or refer to precedents, if required 3.5 Determine desired negotiation outcomes, negotiation strategy and negotiation timeframes 3.6 Advocate the organisation’s position in negotiation to obtain agreement 3.7 Document, and if necessary certify, the agreed outcomes with the relevant jurisdiction 3.8 Implement agreements 3.9 Take remedial action where groups or individuals fail to abide by agreements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 3.3	Interprets, critically analyses and applies appropriate strategies to construct meaning from complex texts
Writing	1.4, 2.1, 2.4, 2.5, 3.7	Displays knowledge of required structure and layout, employing broad vocabulary, grammatical structure and conventions appropriate to purpose and audience
Oral communication	1,4, 2.5, 3.1, 3.6	Conveys information using language and non-verbal features appropriate to the audience Employs listening and questioning techniques to clarify and confirm understanding
Numeracy	1.2, 1.3	Extracts and evaluates the mathematical information embedded in a range of tasks and texts
Navigate the world of work	1.3, 1.4, 2.3, 2.6, 3.2, 3.7	Modifies or develops organisational policies to achieve organisational goals and comply with legislative requirements Keeps up to date on changes to legislation or regulations relevant to own rights and responsibilities and considers implications of these
Interact with others	1.4, 2.3, 3.1, 3.2, 3.4, 3.6, 3.9	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Actively builds networks that include key people with expert skills and knowledge Uses a range of strategies to facilitate an acceptable outcome for all parties where conflicts occur
Get the work done	1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 3.2, 3.5, 3.7, 3.8	Sequences and schedules complex activities, monitors implementation and manages relevant communication Uses analytical techniques to identify issues and generate possible solutions, seeking input from others as required, before making decisions or implementing solutions Draws on the diverse perspectives of others to gain insights into current practices and opportunities for change

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWRK510 Manage employee relations	BSBWRK510A Manage employee relations	Updated to meet Standards for Training Packages Minor edits to clarify intent of Performance Criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse organisational documentation to determine long-term employee relations objectives and current employee relations performance

collaborate with others to develop and review industrial relations policies and plans

develop implementation and contingency plans for industrial relations policies

identify the skills and knowledge needed to implement the plan and organise training and development for self and staff

document and communicate strategies and procedures for eliminating and dealing with grievances and disputes

train others in conflict-resolution techniques

manage industrial relations conflicts, including advocating the organisation’s position during negotiations and documenting, implementing and following up agreements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain relevant industrial relations legislation or regulations

summarise enterprise and workplace bargaining processes

summarise key entities in the current Australian industrial relations system, including courts and tribunals, trade unions and employer bodies

identify sources of expert advice.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – workplace relations field of work and include access to:

awards and enterprise bargaining agreements

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS412E/CHCCS503B/CHCCS512C. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to engage consumers, analyse service needs of particular groups and develop programs and services to meet those needs.

This unit applies to workers coordinating or managing teams and operations in varied service delivery contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage consumers in the analysis of service needs	1.1 Develop a plan for consumer participation and engagement in decisions about service provision 1.2 Investigate the needs of individuals as the basis for service provision in line with consumer participation and engagement plan 1.3 Recognise processes and communications that may be a barrier to consumer participation and develop mechanisms to overcome these 1.4 Interact and consult with people accessing the service to monitor changing needs so they can be addressed 1.5 Consult and collaborate with other services and networks to address multi-faceted needs of individuals and client groups 1.6 Evaluate broader organisation context and its impact on service delivery
2. Develop programs	2.1 Facilitate input to program development from internal and external stakeholders 2.2 Engage people accessing programs in management processes and develop formal arrangements as required 2.3 Incorporate consideration of individual differences, rights, needs and preferences in the planning processes 2.4 Integrate both internal and external services as required 2.5 Determine financial, human and physical resource requirements 2.6 Develop supporting systems and procedures 2.7 Develop and integrate service evaluation methods, including mechanisms for feedback from people accessing service programs 2.8 Document program identifying priorities, timelines and responsibilities
3. Implement and monitor programs	3.1 Communicate roles and responsibilities to relevant stakeholders 3.2 Facilitate provision of training to support implementation 3.3 Monitor service delivery against agreed objectives and budgetary frameworks 3.4 Make user interactions and feedback an integral part of ongoing monitoring 3.5 Identify and address problems in addressing the needs of service users in accordance with organisation procedures 3.6 Maintain relevant program and service delivery documentation
4. Evaluate programs	4.1 Assess capacity of programs to meet objectives 4.2 Seek and evaluate feedback from those using the service and other stakeholders 4.3 Modify programs as needed to meet changing requirements within policy and budgetary frameworks

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS412E/CHCCS503B/CHCCS512C. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community sector service program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

program planning principles and processes, including:

program design

program resourcing

implementation systems and procedures

feedback and complaints procedures

evaluation and continuous improvement

accountability and governance

funding framework, including not-for-profit, government funding

supports needed for effective consumer participation at all levels of program planning

requirements of specific service user groups and individuals, including:

diverse and multi-faceted needs and issues service user participation opportunities and barriers

opportunities for collaboration and service partnerships

risk, regulatory and sustainability considerations

standards, codes and legislation compliance

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling typical workplace conditions and contingencies, including interactions with users of the service and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor individuals, respond to behaviours of concern, deal with conflict and support responsibility for behaviour management and change.

This unit applies to workers who work directly with people in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Observe individuals	1.1 Use formal and informal methods to observe and monitor individuals 1.2 Recognise situations for potential conflict and identify appropriate preventative and defusing strategies that can be employed 1.3 Evaluate the person’s behaviour and interactions in a fair, objective and consistent manner 1.4 Ensure decisions on action are consistent with available evidence and organisation policies 1.5 Seek specialist advice and make necessary referrals
2. Manage conflict	2.1 Conduct interactions with individuals in a fair, just, humane, equitable and positive manner 2.2 Use communication strategies with individuals for effective interaction and problem solving 2.3 Consider cultural sensitivities and adapt style and language to accommodate different cultural values and practices 2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses 2.5 Use negotiation techniques to divert and minimise aggressive behaviour 2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
3. Respond to behaviours of concern	3.1 Challenge behaviours of concern and clearly outline options and opportunities to change with positive encouragement 3.2 Confirm using clear, calm and objective language the implications of continuing behaviours of concern 3.3 Follow procedures to ensure personal safety of self, the individual, colleagues and others 3.4 Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour 3.5 Carry out interventions based on an analysis of the situation and organisation policies and procedures
4. Complete reporting requirements	4.1 Report incidents in a manner that complies with policy, procedures and legislation 4.2 Prepare reports and other documentation according to organisation requirements 4.3 Maintain currency of documentation by making appropriate updates

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

recognised and responded to at least 3 different situations where behaviours of concern are present

communicated effectively in at least 1 situation of conflict by:

engaging positively and supportively

using negotiation and problem solving skills

modelling assertive behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations related to addressing behaviours of concern and how these are applied in an organisation and individual practice, including:

duty of care

individual rights and equality

constraint

imprisonment

abuse

types of behaviours of concern, underlying reasons and appropriate ways to respond

cultural practices and customs of the service users’ population and their impact on behaviour in the particular environment

principles of effective communication for conflict management

principles of responding to human behaviour relating to violence, aggression and suicide

reporting procedures for incidents and accidents

specific statutory requirements related to treatment of people with special needs and requiring special support

specialist services and referral options

critical incident procedures

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

interactions with people with a range of needs

typical workplace reporting processes

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess intervention needs, and then to implement and monitor brief intervention strategies for people at various stages of the change process.

This unit applies to workers in a range of community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the person’s needs	1.1 Discuss and determine issues of concern and the person’s stage in the decision to change 1.2 Identify resources required to support the brief intervention 1.3 Identify and plan appropriate brief intervention strategies to match the person’s needs
2. Use brief intervention strategies	2.1 Raise awareness of the health issue with a person who is not contemplating change 2.2 Conduct brief motivational interview with a person who is contemplating change and match approach to stage of change 2.3 Support the person who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies 2.4 Take opportunities to support and encourage a person who has made a change 2.5 Identify current needs and sources of assistance, and give support as appropriate for a person who has lapsed or relapsed into prior behaviour
3. Monitor brief intervention activities	3.1 Keep notes in the person’s file in accordance with organisation policies and procedures, recording the person’s stage of decision-making on each occasion 3.2 Maintain confidentiality and security of information 3.3 Regularly review the person’s progress or outcomes, adjust approaches or make referrals according to their needs 3.4 Discuss outcomes with the person in an appropriate manner

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken the brief intervention process for at least 2 people presenting with different issues at different stages of the change process

used each of the following at least once to support the intervention process:

active listening

non-judgmental language

supportive approach

facilitation and negotiation that assists the person’s decision-making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

brief intervention scope and process:

features of brief interventions:

one-to-one approach, private

takes short period of time

may be done by a health team member

client led process

opportunistic

role as public health strategy

reasons for using brief interventions:

to raise awareness

to share knowledge

to help the person to think about making changes to improve health

step by step process

record-keeping requirements

stages of behaviour change model:

elements of pre-contemplation

contemplation

action

maintenance

options and approaches to support behaviour change:

raising awareness

sharing information and resources

exploring concerns and strategies

helping the person express their feelings, make decisions and set goals

highlighting benefits of change

giving positive feedback and encouragement

offering time and support

referring to other sources of assistance

health and well-being considerations:

environmental health

nutrition

alcohol

other drugs

broader contexts for the person’s current behaviour:

cultural

family context

community context

barriers and challenges for positive intervention outcomes and how to address these

legal and ethical considerations for interventions, including:

privacy, confidentiality and disclosure

codes of practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

the person’s information on which to design intervention

organisation policies and procedures for interventions

modelling typical workplace conditions, including interactions with people with a range of needs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise situations where people may be in imminent crisis, and then to work collaboratively to minimise any safety concerns and make plans to access required support services.

This unit applies to any community services worker involved in crisis intervention. Management of the crisis may involve face-to-face, telephone or remote contact with persons involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify imminent crisis situations	1.1 Recognise and respond to signs indicating that there may be safety issues for people 1.2 Consider indicators from direct and indirect communications that suggest the presence of safety issues 1.3 Ask directly about safety issues whenever there are grounds for concern, and take immediate action based on organisation’s procedures
2. Address immediate safety concerns	2.1 Listen empathetically to details of current crisis situation 2.2 Affirm and strengthen links to safety and living 2.3 Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours 2.4 Balance collaboration and direction according to the person’s current capacity for decision-making and coping 2.5 Identify and agree actions to reduce immediate danger and risk to others, including mobilisation of emergency assistance as required 2.6 Confirm that actions are legal, ethical, consistent with organisation policy and meet duty of care requirements 2.7 Seek advice or assistance from supervisor as required
3. Provide referral for crisis intervention support	3.1 Empower person to make informed choices about further help 3.2 Explore possible barriers to seeking or accepting help and develop responses 3.3 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.4 Refer to appropriate professionals as required 3.5 Complete and maintain accurate documentation
4. Care for self	4.1 Recognise and minimise risks to self associated with crisis support 4.2 Identify and respond to the need for supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

been involved in crisis intervention activities on at least 3 occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical consideration relevant to recognising and responding to crisis situations including:

duty of care

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

mandatory reporting

codes of practice

organisation policies and procedures for responding to crisis situations

types of crisis situations, including:

potential suicide

threats to harm others

self harm

received threats

abuse, including child abuse

domestic and family violence

common indicators or signs of crisis in other people

personal values, beliefs and attitudes that facilitate or impede crisis care:

assumptions about who may be at risk

common notions about crisis situations

principles and practices of crisis intervention:

critical incident procedures

facilitating emergency interventions

addressing safety concerns

referral options and procedures for accessing services

principles and practices of self-care and supervision

Assessment Conditions

Skills must be demonstrated in a crisis support workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies, procedures and resources

modelling typical workplace conditions and contingencies, including:

interactions with people from a range of diverse backgrounds

links to other services

realistic, in-depth, validated industry scenarios and simulations of crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond effectively to behaviours of concern of people. Skills are associated with handling difficult incidents rather than managing ongoing behaviour difficulties.

The unit applies to workers in any context exposed to difficult and challenging behaviour.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviour and plan response	1.1 Identify behaviours of concern in line with work role and organisation policies and procedures 1.2 Identify appropriate response to potential instances of behaviours of concern 1.3 Ensure planned responses to behaviours of concern maximise the availability of other appropriate staff and resources 1.4 Give priority to safety of self and others in responding to behaviours of concern
2. Apply response	2.1 Ensure response to instances of behaviours of concern reflect organisation policies and procedures 2.2 Seek assistance as required 2.3 Deal with behaviours of concern promptly, firmly and diplomatically in accordance with organisation policy and procedure 2.4 Use communication effectively to achieve the desired outcomes in responding to behaviours of concern 2.5 Select appropriate strategies to suit particular instances of behaviours of concern
3. Report and review incidents	3.1 Report incidents according to organisation policies and procedures 3.2 Review incidents with appropriate staff and offer suggestions appropriate to area of responsibility 3.3 Access and participate in available debriefing mechanisms and associated support and/or development activities 3.4 Seek advice and assistance from legitimate sources as and when appropriate

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

effectively dealt with at least 5 different behaviours of concern

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different behaviours of concern:

aggression

confusion or other cognitive impairment

intoxication

intrusive behaviour

manipulation

noisiness

self-destructive behaviour

verbal offensiveness

wandering

strategies for dealing with behaviours of concern

issues needing to be referred to an appropriate professional

legal and ethical consideration relevant to recognising and responding to behaviours of concern, including:

duty of care

human rights

work health and safety

organisation reporting processes

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including organisation policies and procedures in relation to reporting behaviours of concern

modelling of industry operating conditions and contingencies, including scenarios that reflect different behaviours of concern

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop community programs to ensure maximum participation.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters	1.1 Analyse issues of wide community concern to develop an agency position and to ascertain the priority for new program 1.2 Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services 1.3 Undertake research to identify key people, priorities to be addressed, possible strategies and options for action 1.4 Identify measures and evidence of program plan success and possible risks 1.5 Develop appropriate plans via participation of relevant communities and stakeholders
2. Design programs with the community	2.1 Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options within organisation policy 2.2 Engage stakeholder participation to determine preferred program options particularly in areas of high priority or with targeted communities 2.3 Seek help from participating agencies for implementation arrangements 2.4 Develop and implement promotion and marketing strategies 2.5 Develop and maintain systems and resources for administrative support of community programs 2.6 Identify and seek resources
3. Implement programs	3.1 Conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives 3.2 Implement and monitor in accordance to the plan
4. Evaluate programs	4.1 Evaluate program design and outcomes according to criteria and specifications identified in the program plan 4.2 Use results of evaluation for revision and ongoing development 4.3 Involve interested and/or relevant people in program evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

social movements

sociology fundamentals, including:

commonly accepted social theories

social inequality

sociology of class

sociology of gender, including impacts of culture on gender dynamics

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS421B/CHCCD413E Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with individuals or groups in specific communities and support their engagement in making decisions that affects their lives.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define the priorities of specific communities or groups	1.1 Identify and document the details of individual and group priorities of the specific community through appropriate research and stakeholder participation 1.2 Identify, by appropriate research and stakeholder participation, preferred means of communicating with individuals and groups from specific communities
2. Undertake relevant work in the context of specific communities or groups	2.1 Use the values, priorities and structures within specific communities to define the ways of working 2.2 Evaluate relevant community structures and utilise to maximise outcomes for individuals and groups 2.3 Ensure work within communities is consistent with defined job role and agreed protocols 2.4 Utilise interpersonal skills which are consistent with community practices and standards
3. Evaluate work undertaken within specific communities	3.1 Undertake appropriate evaluation of work through participation of relevant community stakeholders 3.2 Monitor work within communities to ensure reflection of relevant values and structures 3.3 Undertake evaluation in a manner that ensures responsiveness to community prioritises

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS421B/CHCCD413E Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

researched individual and group issues of at least 1 specific community

engaged effectively with a range of individuals from at least 1 specific community group, validated by community acceptance over at least 3 different occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

models of society

critique of socialisation theory

specific information relating to client community group, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practices

strength, talents and abilities of the community

impact of community values and structures on individuals

culture and diversity

family and power

deviance

identity theories

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific groups.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess community resource requirements	1.1 Document resource requirements through participation of networks and stakeholder needs 1.2 Research existing available community resources and assess their capacity to meet priorities of the group 1.3 Develop strategies to address gaps in available resources 1.4 Develop strategies for the provision of resources to assist in meeting organisation objectives within funding considerations
2. Develop an information base	2.1 Establish and maintain professional networks with key people and organisations 2.2 Create opportunities to develop supportive connections between key people, including arranging and conducting meetings 2.3 Identify and plan for obstacles to effective contact between people and develop appropriate strategies to overcome these 2.4 Maintain records and make available as required to facilitate community interaction
3. Develop community resources	3.1 Develop resources with participation of key people 3.2 Follow processes and procedures to facilitate endorsement and implementation 3.3 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations
4. Facilitate community access to resources	4.1 Publicise availability of resources to target group, key people and organisations to encourage participation in activities 4.2 Make resources available to all users as required in accordance with organisation procedures 4.3 Review resources regularly to ensure usefulness and currency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified resource priorities for at least 1 specific community group and matched a range of appropriate resources to meet those priorities

used appropriate technology to design and develop resources for at least 1 specific community group

established networks of key people and organisations and participated in at least 1 meeting

documented and stored information in line with organisation policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

relevant legal and organisation policies and procedures regarding resources, including copyright and confidentiality

a range of media, resources and techniques used to develop community resources

specific client community groups, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop and provide community projects on relevant issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project	1.1 Develop project plan through participation of key people and organisations that identifies priorities and desired outcomes to address issues of concern of target groups 1.2 Identify and secure appropriate human, financial and physical resources 1.3 Develop strategies and educational resources and materials appropriate to the context, issue and audience 1.4 Prepare promotional materials in line with organisation policy and disseminate to target audience and others as appropriate
2. Deliver the community project	2.1 Implement strategies and distribute educational resources and materials to ensure maximum effectiveness for delivery of the project 2.2 Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content 2.3 Make project adjustments as required to meet the needs of specific groups 2.4 Seek feedback on the community project or activity from participants
3. Review the community project	3.1 Assess the community project against the planned goals and objectives in accordance with organisation policies and procedures 3.2 Discuss outcomes of project evaluations with key people and organisations to determine future directions 3.3 Document community project outcomes, and where necessary act on them in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, delivered and evaluated at least 1 project plan, including identifying and matching resources with activities to address community needs and priorities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

principles of designing and developing a community program, including:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

decision-making structures and processes at organisation, community, regional and system level

organisation policies and procedures for dealing with the media

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE010 Develop and lead community engagement strategies to enhance participation

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to apply advanced community engagement skills to increase participation in the community development environment.

The high level engagement skills described in this unit apply to a range of workplace contexts involving skill development, application and evaluation of engagement strategies to ensure effective community participation in relevant projects and activities.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop an effective community engagement plan	1.1 Document the purpose and scope of the community engagement 1.2 Identify and document relevant stakeholders and individuals who should be involved in the engagement process 1.3 Analyse and determine the level of impact that stakeholders have in any decisions and the level of public participation required 1.4 Specify the engagement tools and methods to be used within specified timeframes and considering any specific barriers to participation 1.5 Identify and document evaluation mechanisms 1.6 Develop a budget proposal 1.7 Present the completed plan to management and the community for revision and endorsement
2. Implement the engagement plan	2.1 Organise the participation activity according to the plan 2.2 Proactively identify and address the specific prioritises of individuals who are disengaged 2.3 Promote participation to the relevant stakeholders using appropriate communication methods 2.4 Undertake the engagement activity using relevant tools and techniques 2.5 Encourage all group members to contribute their ideas constructively and respectfully during group discussions 2.6 Routinely use strategies that enhance effective group interactions and communication 2.7 Respond to questions in a manner consistent with organisation standards 2.8 Document the participation feedback from participants 2.9 Conduct an evaluation of the participation activities
3. Evaluate and review the outcomes and effectiveness of the participation plan	3.1 Review the engagement activities in comparison with the plan objectives 3.2 Document the outcomes and evaluation feedback 3.3 Report this information to relevant stakeholders

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE010 Develop and lead community engagement strategies to enhance participation

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed 1 engagement plan

facilitated at least 3 group discussions, including:

used a range of group facilitation strategies to enhance interactions between group members and to gather relevant feedback

provided feedback to the group regarding outcomes

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

communication styles and techniques

group facilitation processes and mechanisms for group support

principles of effective community engagement and participation

traditional and contemporary models of engagement

community engagement techniques including online tools and use of social media

methods of research

sustainability

empowerment; community control and hegemony

capacity building

asset based community development

methods of engagement and participation

evaluation and review

building and maintaining partnerships

social capital

reporting mechanisms

reengagement strategies for individuals who are disengaged

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to greet clients and exchange routine information, to prioritise the individual’s needs, and to respond to immediate needs.

This unit applies to service delivery in all community services and health contexts. Workers at this level work under supervision with limited responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Greet and observe people	1.1 Listen to and greet people accessing service in a pleasant, respectful and accepting way 1.2 Respond to distressed people in a relaxed and calm manner and seek assistance as required 1.3 Respond appropriately to diverse people and behaviour in line with organisation requirements 1.4 Discuss any concerns or problems with supervisor
2. Follow organisational procedures to collect routine client information	2.1 Collect and document identifying information in accordance with organisation and confidentiality requirements 2.2 Discuss reasons for contact with the service 2.3 Explain and uphold rights and responsibilities of the client and confirm understanding
3. Identify priority of need	3.1 Identify urgency and nature of need and refer in accordance with organisation guidelines 3.2 Identify and respond to issues of personal safety for self, clients and others in accordance with organisation procedures and scope of own role 3.3 Recognise situations beyond the scope of role and seek assistance
4. Provide service information	4.1 Provide client with current, relevant and culturally appropriate service information 4.2 Assist clients to contact other agencies or services as appropriate to obtain further information 4.3 Ask the client if information needs have been met and provide further assistance if required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided information to 3 people presenting with multi-faceted needs

collected and documented identifying information for 3 people accessing the service

used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once:

a person demonstrating aggressive behaviour

a person who is distressed

a person with a cognitive impairment

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

factors to consider when providing information and service:

cultural background

language spoken

literacy levels

disability

strategies and techniques for dealing with problems and challenging behaviours and situations, including:

aggressive or distressed behaviour

people with a cognitive impairment

assertive communication and conflict avoidance techniques

specific organisation or sector information:

client needs addressed by organisation and the impact of multi-faceted needs on service delivery

role of the organisation

information recording and storage systems

service features

types of information provided

links with other service providers

service transition and exit procedures

legal and ethical considerations:

collection and storage of personal information

privacy, confidentiality and disclosure

duty of care

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions and contingencies, including:

interactions with people and co-workers from a range of diverse backgrounds

interactions with people displaying aggression, distress and cognitive impairment

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM302D/ CHCCOM403A/HLTAMBFC301D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust.

This unit applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both in person and in writing.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate with clients and co-workers	1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
2. Address communication needs	2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks
3. Facilitate meetings	3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3.6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM302D/ CHCCOM403A/HLTAMBFC301D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately

prepared 3 types of written correspondence in accordance with organisation communication protocols

facilitated resolution of 1 difficult situation with a client, colleague or service provider

facilitated 1 meeting around a workplace issue

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation communication policies and protocols

different communication styles and techniques, and how they impact on interpersonal communication, including:

strategies for effective interpersonal communication

person centred and rights based approaches

cross-cultural communication protocols

non-verbal communication cues

group processes and dynamics

motivational interviewing versus coercive approach

collaboration versus confrontation

communication strategies to:

build and maintain relationships and trust

facilitate workplace meetings

negotiate for optimal outcomes

deliver business presentations

address barriers

solve problems and resolve conflict

types of interpretation and translation services specific to the client group, and how to access them

factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings

professional relationship boundaries

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers from a range of diverse backgrounds

facilitation of groups of at least 3 people

typical workplace reporting processes

interpreter and translation services where required

use of digital media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with disability. Work is undertaken within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery which supports the person’s aspirations, needs, rights and interests.

This unit applies to workers in varied disability service contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the person to develop and implement person-centred responses	1.1 Collaborate with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meets the individual’s aspirations, needs, rights and preferences 1.2 Put in place mechanisms to ensure the person’s support information is accurately recorded, maintained and applied to future support activities and responses 1.3 Develop the required responses that cater to individual differences, rights, needs and preferences 1.4 Communicate the needs of the person to family and/or carer and/or relevant others as appropriate 1.5 Make available appropriate resources 1.6 Seek provision of services from other workers or agencies as required 1.7 Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures
2. Review and monitor person-centred responses	2.1 Review and measure effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant other 2.2 Identify and take action to improve areas of the responses that have not met the person’s needs and preferences 2.3 Ensure changes to service delivery are within policy and budgetary frameworks 2.4 Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability 2.5 Identify potential training opportunities for the person to meet their changing needs 2.6 Ensure changes to service are within procedural and legislative requirements and maintain high standards of delivery
3. Provide service delivery within a quality framework	3.1 Follow procedures for service delivery for the individual in line with organisation’s quality system 3.2 Identify any barriers that may impact on delivery of high quality service and refer to supervisor 3.3 Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes 3.4 Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed procedures for person-centred service delivery in line with the organisation’s quality system, including:

developed and implemented at least 3 different person-centred service responses to meet the aspirations, needs, rights and preferences for people with disability, 2 in a simulated environment and 1 in the workplace

reviewed and monitored at least 3 individual service responses and made changes that are necessary to improve quality service delivery; met changing needs of the person; addressed barriers and responded to legislative changes, 2 in a simulated environment and 1 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

relevant networks and services in the broader community

current best practice approaches for service delivery

legal and ethical considerations for working with people with disability:

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

mandatory reporting

privacy, confidentiality and disclosure

work health and safety

principles of:

empowerment

rights-based approach

person-centred practice

strengths-based approach

access and equity

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own perspectives	1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits	2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations	3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups	4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

age

disability

racial

sex

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

resources that support individuals and organisations to embrace and respond to diversity

language and cultural interpreters

imagery

influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to evaluate and promote diversity in the workplace, and to contribute to the planning of diversity policies and procedures. This may apply to internal work practices or external service delivery.

This unit applies to individuals working in any type of leadership role across all industry sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research diversity in the workplace	1.1 Collect and evaluate quantitative and qualitative workplace diversity data 1.2 Identify and analyse potential benefits of diversity in relation to the workplace objectives 1.3 Analyse how current diversity practice matches workplace objectives
2. Foster diversity	2.1 Provide a role model for others through individual behaviour that demonstrates respect for diversity 2.2 Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and clients 2.3 Develop work practices and undertake planning in a manner that shows respect for workplace diversity 2.4 Identify and adapt professional development opportunities to address the needs of a diverse workforce 2.5 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy 2.6 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace 2.7 Value and encourage collaboration and the experience of working with diverse clients and colleagues
3. Adapt communication strategies	3.1 Use communication strategies to meet the diverse needs of individuals within the workplace 3.2 Implement tailored communication strategies for targeted individual and group needs 3.3 Identify and/or develop and use resources that facilitate effective communication in the workplace 3.4 Reflect on use of communication strategies with regard to workplace diversity and identify potential improvements
4. Contribute to workplace diversity policies and procedures	4.1 Develop and document diversity strategies in consultation with stakeholders including people from key target groups 4.2 Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures 4.3 Develop measures for evaluating the outcomes of workplace strategies, policies and procedures for diversity 4.4 Report on workplace diversity strategies within appropriate context

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched diversity in at least 1 workplace in terms of current performance and meeting of diversity objectives

used strategies to foster and promote diversity in work practice:

coaching and mentoring

communication

work planning

contributed to the development of workplace diversity policies and procedures for at least 1 workplace

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice

concepts and definitions of diversity

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

the role of leaders and managers in encouraging diversity in work practices and service delivery

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of self and others

legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:

discrimination (direct and indirect):

age

disability

racial

sex

equal employment opportunity (EEO)

human rights

rights and responsibilities of workers, employers and clients

benefits of workplace diversity

types of direct and indirect discrimination

ways to ensure effective and equitable activities to diverse clients

barriers to inclusivity

cross-cultural communication strategies and how these can be integrated into workplace practices

principles and practices of inclusivity and the types of planning and work practice that support diversity

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

The following condition must be met for this unit:

presence of situations that allow interaction with other people in a leadership role

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to deliver a range of promotion and prevention strategies to the community.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health promotion plan	1.1 Clarify all aspects of the health promotion plan are still relevant 1.2 Locate relevant available promotion and prevention resources 1.3 Verify health promotion plans method of promotion delivery 1.4 Review budget necessary to develop, adapt and implement promotion and prevention strategies
2. Prepare for promotion and prevention activities	2.1 Engage with relevant stakeholders to obtain support for desired outcomes and promotion and prevention plan 2.2 Where necessary adapt existing promotion and prevention resources 2.3 Develop new promotion and prevention resources, according to the plan 2.4 Engage relevant stakeholders to review newly developed resources
3. Conduct promotion and prevention activities	3.1 Conduct prevention activities according to the promotion and prevention plan 3.2 Gather feedback on the immediate impact of the activity 3.3 Monitor the implementation of the plan and revise activities based on any feedback
4. Evaluate Health promotion activities	4.1 Undertake evaluation activities as set out in the plan 4.2 Collect client feedback and data on behaviour change for evaluation 4.3 Analyse data in preparation for reporting purposes
5. Report and document information	5.1 Document information about activities according to the organisation’s protocols 5.2 Adhere to privacy and confidentiality requirements when reporting feedback 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented promotion and prevention strategies to at least 2 community groups with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and its perception in the community

The Ottowa charter for health promotion

alcohol and other drugs (AOD) and its perception in the community

the importance of promotion and prevention in the health and recovery continuum

methods and models for social inclusion

a range of promotional strategies and their suitability for different purposes

methods for obtaining feedback on promotional activities

evidence based practice

a range of relevant promotional resources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Application

This unit describes the knowledge and skills required to establish, lead and participate in a groups using a collaborative, strengths-based approach.

This unit applies to any individual involved in planning and leading group activities. Groups may be formal or informal.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan group activities and resources	1.1 Review available information and identify the needs of the group 1.2 Generate ideas for activities that respond to identified needs 1.3 Identify, calculate and document the resources required for group activities 1.4 Identify and follow up on the need to make submissions for potential sources of assistance and resources within scope of own job role 1.5 Organise resources according to organisation procedures
2. Coordinate group planning processes	2.1 Seek opportunities actively for collaborative planning and shared ownership with clients 2.2 Solicit, analyse and prioritise information about group’s needs and expectations 2.3 Negotiate the purpose of group activities with the group allowing time and opportunity for individuals to articulate their ideas and wishes 2.4 Translate purpose of proposed group activity into a set of documented aims and objectives based on input 2.5 Analyse potential impact on group operation of the values and beliefs of both worker and client 2.6 Design group strategies that promote effective group operation and take into account specific characteristics of participating clients
3. Manage group processes and conflict	3.1 Promote opportunities for open dialogue and active listening between group members 3.2 Encourage and model sensitivity to diverse participants 3.3 Use strategies to prevent conflict within own role, power and capacity 3.4 Identify and reinforce the outcomes of positive conflict 3.5 Clarify and confirm principles and practices of conflict resolution in a group and seek agreement to implement them 3.6 Encourage acknowledgement of rights and responsibilities and perceptions of all participants in the conflict situation 3.7 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation
4. Evaluate group activities	4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 4.2 Seek feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 4.3 Document evaluation information according to organisation procedures and distribute to relevant people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and conducted at least 3 different group activities for groups with diverse participant profiles, including:

identified the following resource requirements:

financial

human

physical

worked collaboratively with groups to plan activities

facilitated at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

principles and processes of strengths-based practice

types and purposes of groups in the community services context

types of resources required for group activities, including:

venues

equipment

information materials

administrative support

specialist expertise

dynamics of groups and group behaviour

processes and techniques for engaging in, and managing group planning processes

communication techniques and how these are applied in working with groups, including:

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

listening

negotiation

paraphrasing

questioning

summarising

techniques for maintaining group cohesion

relevant models including stages of group development and stages of change

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

information about group needs

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the creation, planning, coordination, delivery and evaluation of appropriate leisure and health activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to match leisure and health needs of the client or group	1.1 Work with health practitioners and key stakeholders to develop activity plans 1.2 Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment 1.3 Identify and review a range of possible activities to meet needs 1.4 Select activity focus and type based on client needs, organisation’s criteria and resource availability 1.5 Undertake an activity analysis to match client needs to the characteristics of the activity 1.6 Undertake an assessment of outing requirements, where appropriate 1.7 Undertake risk assessment for activities, programs and outings
2. Assist with the preparation of activity plan	2.1 Undertake appropriate planning of activities within team context to ensure client needs are met 2.2 Incorporate consultation with clients and stakeholders into planning of activities 2.3 Determine operational arrangements for conducting the activity and assess for feasibility 2.4 Develop and document goals and outcomes for each activity 2.5 Include appropriate implementation and evaluation strategies in the activity plan 2.6 Develop plans to include activity modifications required to meet client needs 2.7 Document resource adaptations, where appropriate, according to organisation procedures and protocols 2.8 Ensure planned activities reflect accepted best practice in working with leisure and health clients 2.9 Document the activity plan according to organisation procedures and protocols
3. Identify and obtain required resources	3.1 Devise and implement strategies to obtain and utilise necessary human, financial and physical resources 3.2 Make submissions to potential sources, in accordance with relevant guidelines, where required resources are not readily available 3.3 Evaluate, select and arrange suitable locations for program implementation 3.4 Identify a range of leisure and recreation options and experiences suitable to client needs 3.5 Identify components of an activity relevant to the abilities of the client 3.6 Modify and adapt activities to meet client needs, where necessary 3.7 Conduct resource audit
4. Promote activity or program	4.1 Identify potential program users and design and distribute appropriate information to achieve maximum response 4.2 Evaluate effectiveness of promotional activities and make changes as indicated by response 4.3 Develop motivational strategies to maximise client participation 4.4 Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
5. Deliver activity or program	5.1 Implement activities in accordance with program plan, organisation guidelines and legislative requirements 5.2 Provide participants with access to a range of activities suited to their needs and interests 5.3 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 5.4 Adapt program to changing needs of participants as required 5.5 Promptly address problems in delivery of activities 5.6 Use effective facilitation techniques in the delivery of activities 5.7 Develop strategies to deal with challenging behaviour 5.8 Implement strategies to deal with challenging behaviour 5.9 Monitor levels of client participation 5.10 Amend activity to facilitate an appropriate level of client participation
6. Evaluate activity	6.1 Define criteria to judge program effectiveness in consultation with clients and stakeholders 6.2 Routinely use appropriate evaluation, revision and development strategies during and after the activities 6.3 Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders 6.4 Prepare and present reports as required
7. Document the activity or program	7.1 Determine documentation requirements that reflect accepted best practice in working within the leisure and health profession 7.2 Conduct documentation processes according to organisation guidelines and legislative requirements 7.3 Evaluate the effectiveness of documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the planning, delivery and evaluation of 3 leisure and health activities for a client or group of clients

documented 4 activity modifications/adaptations that have been investigated

visited a suitable outing venue for a chosen client or group of clients

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

at least 15 activity ideas that could be included in a holistic leisure and health program

current documentation requirements and expectations within the profession

aspects of holistic health:

emotional

social

physical

mental

spiritual

levels of human needs:

universal

developmental

special

legal and safety requirements as they relate to activities and programs

risk and outing assessment processes

relevant funding sources

provision of support to a diverse range of people and organisations

cross cultural communication, negotiation and facilitation

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand and work with individuals and groups with complex needs when participating in planning for leisure and health service provision.

This unit applies to workers in a range of community services contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in profiling specific client needs	1.1 Determine specific client issues, characteristics and symptoms 1.2 Identify the impact of any issues, characteristics and symptoms on participation in leisure 1.3 Determine a range of strategies and modifications that will enable the client to maximise their participation in leisure and recreation programs
2. Promote inclusion and empowerment	2.1 Follow principles of integration in recreational and leisure activities 2.2 Identify the advantages of integration in recreational and leisure activities 2.3 Identify the disadvantages of segregation in recreational and leisure activities 2.4 Identify mechanisms to empower clients with complex needs through recreational and leisure activities
3. Contribute to the plan for addressing the impact of client issues, characteristics and symptoms	3.1 Determine the recreational and leisure needs of clients with complex needs 3.2 Identify the benefits of participation in recreational and leisure activities in relation to meeting identified needs 3.3 Identify barriers to participation in recreational and leisure activities 3.4 Develop strategies for overcoming identified barriers 3.5 Involve stakeholders and significant others in planning to manage barriers to recreational and leisure activities according to client’s needs
4. Participate in the development of effective strategies for working with clients with complex needs	4.1 Examine the range of issues facing people with complex needs and the impact these issues have on their lives in relation to leisure and recreation participation 4.2 Demonstrate the use of appropriate language when working with clients with complex needs 4.3 Design strategies that are relevant to cultural and social contexts of the individual and their community 4.4 Adapt activities, programs, the environment and equipment to optimise client involvement in leisure and health programs 4.5 Document strategies for work with clients with complex needs within an individual program plan and activity plan

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

participated in planning leisure and health programs to meet the requirements of 3 clients with complex needs (of which 1 must be a person with disability)

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

a range of complex needs, including causes and symptoms associated with the condition, including:

physical

emotional

cognitive

sensory

communication

psychiatric

disadvantaged groups

theories of:

development and building in the strengths of complex needs clients

inclusion and non-discriminatory practices

segregation

integration

importance and value of empowerment

different approaches to program planning and development

respect for different expectations of client, significant others and support staff

facilitation methods for a variety of leisure and health activities

relevant quality improvement and accreditation system principles

leisure and health programs that promote well being, social justice and equity of clients with complex needs

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and equipment or resources outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to undertake advanced planning, coordination implementation and evaluation of programs for the provision of activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan comprehensive assessment of a client	1.1 Select appropriate leisure and health assessment tools 1.2 Develop agency specific assessment tool when appropriate assessment tool is not already available 1.3 Coordinate the application of the assessment tool 1.4 Evaluate the effectiveness of the assessment tool and process 1.5 Critically analyse and interpret assessment results 1.6 Maintain confidentiality while assessing and documenting assessment findings and results
2. Facilitate the design of programs	2.1 Design programs using a consultative approach based on the client’s needs assessment 2.2 Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective 2.3 Develop and document individualised leisure and health program plans from the results of the assessment 2.4 Coordinate planning and design of leisure and health programs for individuals and groups 2.5 Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs 2.6 Develop motivational strategies to maximise client involvement in leisure and health programs 2.7 Develop tools and processes to monitor levels of participation in leisure and health programs 2.8 Undertake activity analysis and document activity plans
3. Coordinate the implementation of programs	3.1 Ensure required resources are planned, identified and organised according to relevant needs, interests and timeframe available 3.2 Develop setting and environment for leisure and health activities within constraints of resources, location and client’s needs and availability 3.3 Plan and develop timetables that provide structure and flexibility and serve as a communication tool 3.4 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements 3.5 Organise off-site excursions as extension of program where appropriate 3.6 Maintain ongoing communication with those involved in the program 3.7 Identify and utilise facilities, materials and equipment
4. Monitor and evaluate leisure and health programs	4.1 Assess progress of each individual 4.2 Establish opportunities for regular review of program by all participants and workers 4.3 Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review 4.4 Determine the appropriate range of evaluation tools and processes 4.5 Develop agency specific evaluation tools 4.6 Analyse and interpret evaluation results 4.7 Regularly document and evaluate program outcomes according to individual, role and service requirements 4.8 Use evaluation results and information to facilitate further design of programs and implement changes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

critiqued at least 1 leisure and health client assessment form identifying its strengths, weaknesses and areas for improvement

managed leisure and health programs for 3 individuals and 3 groups

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

assessment processes and techniques used for leisure and health programs

professional documentation requirements in relation to health programs

the role of leisure and health programs

models of professional practice including:

social model

leisure flow

leisure ability

integrated community recreation model

community

person-centred practice

different approaches to program planning and development

criteria for selecting a specific programming approach

assessment of key variables to guide decision-making about programming approach

facilitation methods for a variety of learning experiences, including art, music, sport

up-to-date information for program development and a range of sources to access this information

relevant quality improvement and accreditation system principles

inclusion and non-discriminatory practices and associated legislation as it applies to leisure and health programs

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

leisure and health assessment and evaluation tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423/CHCORG619/CHCCS604. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a framework for ongoing quality service delivery that supports the rights and interests of clients.

The unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Develop a framework for quality service delivery	1.1 Establish quality service standards through consultation with stakeholders and benchmarking against industry standards or existing quality frameworks 1.2 Develop strategies to ensure procedures deliver high quality services that support good practice standards and the rights and interests of clients 1.3 Identify organisation barriers or issues that impact on delivery of high quality service and develop strategies to address them 1.4 Identify opportunities for continuous improvement and incorporate them into operational plans 1.5 Define and implement continuous improvement processes to monitor and ensure quality client service delivery 1.6 Plan and ensure the involvement of all parties in quality improvement processes
2. Monitor and review service delivery against quality framework	2.1 Use a range of appropriate processes to monitor and review quality of service outcomes for clients and the community 2.2 Monitor and review strategies for addressing barriers and issues relating to quality 2.3 Regularly update service delivery procedures to reflect good practice and to respond to changing legislative requirements and client needs 2.4 Identify need and opportunities for staff to develop the necessary competencies to meet changing service delivery requirements 2.5 Establish and use feedback mechanisms to involve all users of the service and other relevant parties in the review process 2.6 Investigate and document the effects of services on all clients 2.7 Identify differences between stakeholder expectations and service delivery objectives 2.8 Establish mechanisms to provide clients and stakeholders with information about review results
3. Plan and implement revised strategies to improve outcomes	3.1 Use review findings to identify threats to quality 3.2 Respond to and investigate complaints and use as feedback to improve outcomes 3.3 Design and implement a plan with immediate and long term goals to develop and improve the quality of service in consultation with stakeholders 3.4 Provide information to relevant parties about the plan and the processes to be used
4. Ensure the continuous improvement of service standards	4.1 Ensure that revised service standards incorporate stakeholder expectations and available resources 4.2 Regularly communicate service standards and good practice to all stakeholders 4.3 Establish procedures to check that appropriate practice is carried out 4.4 Regularly promote, model and demonstrate good practice to all workers 4.5 Regularly discuss issues with workers and incorporate necessary changes into strategies for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423/CHCORG619/CHCCS604. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented a quality framework for the delivery of at least 1 service or program

conducted at least 1 review of service delivery that identified barriers to quality and provided recommendations for improvement

established a continuous improvement plan for at least 1 service or program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations and how these are applied in organisations, including:

discrimination

work health and safety

privacy, confidentiality and disclosure

access and equity

rights and responsibilities of clients

complaints

service and industry guidelines and standards

principles of holistic and person-centred support, and where to access good practice information relevant to the industry sector

benchmarking

best practice and good practice

quality assurance processes relevant to service type

existing state and national quality frameworks relevant to service

importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability

vision statements, philosophical statements of organisation

needs of clients

impact of own attitudes to client groups on service delivery and strategies to improve own professional practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to establish and monitor formal agreements and partnerships with specialist support providers to meet client needs.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Investigate partnership opportunities	1.1 Determine partnership requirements according to organisation needs analysis and strategic directions 1.2 Gather, research and analyse information on potential partners 1.3 Build relationships and rapport with potential partners
2. Negotiate partnership agreement terms and conditions	2.1 Maintain partnership focus and protect client’s interests throughout discussions and negotiations 2.2 Clearly define roles and responsibilities of each party, including level and type of service provision 2.3 Identify and address confidentiality and privacy issues 2.4 Determine communication, dispute resolution, meeting, decision making and reporting processes 2.5 Formalise and sign partnership agreement
3. Implement partnership agreement	3.1 Schedule and contribute to regular meetings with partners in accordance with role 3.2 Consult clients at all stages of implementation and ensure rights are upheld 3.3 Implement dispute resolution processes if required 3.4 Ensure all reporting requirements are met in accordance with organisation procedures and partnership agreement
4. Evaluate partnership agreements	4.1 Develop criteria for evaluation of partnership 4.2 Collect and include stakeholder feedback in the evaluation process 4.3 Measure performance against agreed criteria 4.4 Amend partnership agreements and re-negotiate with partner organisation where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

established and maintained at least 1 partnership agreement for service provision

conducted at least 1 partnership agreement evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

types and levels of partnerships and collaborations

partnership cycles and processes

partnership roles

funding and accountability guidelines

referral networks

legal and ethical considerations relevant to partnerships and how they are applied in organisation, including:

privacy, confidentiality and disclosure

duty of care

human rights

rights and responsibilities of workers, employers, clients and service providers

community needs and key issues for clients and/or community

relationship between service providers

negotiation and influencing strategies

conflict management principles and practices

relationship building techniques

information sharing benefits and risks

intellectual property

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including partnership agreements with service providers

modelling of industry operating conditions, including scenarios that involve forming partnerships and dealing with contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Contribute to and promote effective work practices	1.1 Develop and implement plans to meet the day to day activities of the work group 1.2 Develop and implement strategies in consultation with appropriate people to maximise work performance and outcomes 1.3 Identify planning problems, barriers and constraints and develop and implement strategies to address them
2. Develop and implement staffing processes	2.1 Maintain confidentiality in relation to staff processes in accordance with organisation policies and procedures 2.2 Identify staffing and resourcing needs and develop plans to address them 2.3 Participate in recruitment processes 2.4 Implement effective induction and ongoing support for new and existing staff 2.5 Provide instruction and additional support as required to promote quality worker and client outcomes 2.6 Encourage and facilitate staff access to training and development to enable the achievement of workplace outcomes and personal goals 2.7 Collaborate with other service providers as needed to meet service and referral needs
3. Maintain professional approach to leading work team	3.1 Reflect on own practice and pro-actively update knowledge and skills 3.2 Align own leadership practice with the values, ethical guidelines, policies and procedures of the organisation 3.3 Take reasonable steps to ensure that personal or social contact does not adversely affect ability to lead the team
4. Promote effective workplace relations	4.1 Implement collaborative processes and practices that promote cooperative work practices and maintain positive relationships with staff and management 4.2 Model and promote effective communication in the workplace, including open discussion and active listening 4.3 Identify potential and actual conflict situations and develop and implement appropriate strategies to prevent or address them 4.4 Throughout conflict resolution processes, ensure access to appropriate support, mediation and debriefing for parties within organisation guidelines 4.5 Resolve problems or issues which may disrupt work unit activities
5. Evaluate plans	5.1 Meet regularly with those involved to discuss and evaluate the effectiveness of plans and practices in meeting the goals and needs of the organisation 5.2 Identify areas for improvement 5.3 Revise plans and practices to ensure continued improvement 5.4 Document and report work outcomes in accordance with organisational procedures
6. Review individual performance	6.1 Implement and document performance management processes in accordance with role and organisation procedures 6.2 Work collaboratively with the individual to agree on performance improvement and development plans and document in accordance with organisation policies 6.3 Monitor and evaluate performance and provide feedback on a ongoing and regular basis 6.4 Identify poor performance and take necessary actions in accordance with role and organisation procedures 6.5 Monitor and coach individuals to improve performance 6.6 Identify and provide additional support or referral when required, in accordance with role and organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed at least 1 plan for a team or group of individuals, including:

effective procedures to maximise staff work performance

strategies for collaboration and cooperative work practices

strategies for work performance and outcomes

identification of barriers and constraints and development of strategies to address them

facilitated at least 2 group meetings or discussions to:

delegate work team activities

develop and evaluate work goals

identified at least 1 issue causing disruption to work team activities and:

facilitated at least 1 meeting or discussion with those involved

developed and implemented strategies to resolve issue

reviewed the performance of and coached at least 1 individual

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation mission, philosophy

organisation structure and communication protocols

group facilitation processes, including technique for facilitating group discussions and meetings

leadership styles and their application in supporting the organisation’s mission, objectives and values

coaching principles and techniques

difference between coaching and mentoring

performance management sources of information on best practice work techniques relevant to the industry sector

rostering and timetabling

sources of conflict and stress and techniques to address and manage them

referral networks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Application

This unit describes the skills and knowledge required to secure and manage funding for an organisation, program or project.

Workers may be responsible for determining the amount of funding required, identifying funding sources, developing funding proposals and managing ongoing compliance with funding agreements. This role would typically be undertaken by a senior worker or manager.

This unit applies to a range of health and community service contexts and relates to both government and non-government funding and tenders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Identify funding requirements and context	1.1 Identify scope and purpose of funding 1.2 Calculate funding requirements, including budget, current funding arrangements and future projections 1.3 Identify potential avenues and sources of funding 1.4 Research and gather information on all potential funding avenues and sources 1.5 Determine if funding requirements are feasible and sustainable
2. Develop a funding submission	2.1 Determine funding source requirements 2.2 Prepare funding submission in accordance with funding source requirements 2.3 Determine optimum method of presenting proposal to identified funding sources 2.4 Seek legal, taxation and regulatory advice when required and ensure submission is checked by appropriate persons to ensure it meets compliance requirements 2.5 Establish how deliverables and outcomes will be evaluated and measured
3. Present proposal and negotiate with funding sources	3.1 Present proposal to funding sources using appropriate presentation methods and techniques 3.2 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.3 Evaluate submission to identify strengths and weaknesses to inform subsequent submissions
4.Manage funding agreement	4.1 Finalise funding agreement documentation and circulate to all parties 4.2 Establish procedures to monitor ongoing compliance and reporting requirements in accordance with funding agreement 4.3 Maintain ongoing relations with funding source to ensure mutual satisfaction with funding arrangement
5.Evaluate funding agreement	5.1 Evaluate project outcomes against predetermined measures 5.2 Identify lessons learned and opportunities for continuous improvement 5.3 Identify opportunities for future funding arrangements as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified at least 3 potential sources of funding

determined the feasibility and sustainability of 3 sources of funding

developed 1 funding proposals in accordance with funding source requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

funding environment

organisation funding strategy

government tender processes

private and corporate grants and funding

compliance issues

appropriate sources and avenues for funding

types of funding, including:

ongoing

one-off

in kind contributions

co-payments

channels where funding and grant opportunities are publicised

funding issues and challenges

relationship between funding and strategic direction or organisation

feasibility and sustainability principles

budgets and budget pitfalls

negotiation techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including access to funding information, documentation, technology

modelling of industry operation conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV510/ CHCCS505. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This unit applies to leadership or management roles where the individual provides peer to peer support to colleagues and refers to specialised support services in line with organisation guidelines as required.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Monitor welfare of colleagues	1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures 1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues 1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing 1.4 Regularly use self assessment and reflective behaviour strategies to monitor performance 1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate 1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas
2. Conduct structured debriefings following an incident	2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures 2.2 Schedule debriefing as soon as possible following the incident 2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion 2.4 Use appropriate debriefing techniques to encourage further exploration of emotions and experiences to assist in reflection on issues 2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns 2.6 Identify indicators of risk to self or others and respond according to the degree and nature of the risk 2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures 2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV510/ CHCCS505. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing

facilitated at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation policies, procedures and resources relating to debriefing and crisis procedures

dispute resolution policies and procedures

legal and ethical considerations

debriefing techniques:

best practice interventions

crisis intervention

structured debriefing

internal and external referral sources

indicators of significant issues being experienced by the worker and ways to respond

impact of:

excessive stress

burn out

grief and loss

violent or threatening behaviour

stress management

internal and external support options and employee assistance programs

specific limitations of work role, responsibility and professional abilities

professional boundaries

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including workplace policies and procedures

modelling of industry operating conditions, including group facilitation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to research, develop and implement new policy initiatives.

This unit applies to workers who are directly responsible for driving new policy directives across a business unit, team or service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research new policy initiatives	1.1 Evaluate existing policies to determine their currency and relevance 1.2 Evaluate current policy trends and their impact on policy development 1.3 Complete research and consultation in accordance with organisation policies and procedures 1.4 Facilitate open constructive discussion about policy issues and their possible resolution
2. Draft policies	2.1 Select and use policy formats and structures suited to policy users 2.2 Draft policies that reflect the culture, values and objectives of the organisation 2.3 Clearly and logically articulate policy requirements and other information that supports policy statements 2.4 Develop plans for policy resourcing, implementation and review
3. Test draft policies	3.1 Develop and implement consultation mechanisms for draft policies 3.2 Identify policy implementation issues with key stakeholders 3.4 Modify draft policies according to outcomes of consultation 3.5 Give sufficient notice to those affected by policy changes
4. Develop policy proposals	4.1 Prepare policy materials that support implementation and facilitate stakeholder understanding and acceptance of changes 4.2 Present policy proposals to decision-makers according to organisation requirements 4.3 Seek and gain formal approval according to organisation requirements
5. Implement and review policies	5.1 Develop policy implementation plan that maximises impact of new and revised policies 5.2 Develop and use strategies that facilitate wide promotion and dissemination of policy information 5.3 Implement evaluation plan to ensure ongoing review of policies 5.4 Review policies in accordance with organisation policies and procedures 5.5 Obtain and respond to stakeholder feedback during marketing, promotion and implementation of policies and use learning to inform further review of policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched, drafted, developed and implemented at least 1 policy initiative for at least 1 business unit or organisation

engaged in consultation with at least 3 different stakeholders, including:

individuals

groups or organisations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical context (international, national, state/territory, local) for policy development in the sector of work:

codes of practice

duty of care

human rights

privacy, confidentiality and disclosure

policy frameworks

rights and responsibilities of workers, employers and clients

work health and safety

current industry developments and context for policy development, including funding body requirements

policy trends at global, national, state/territory and local levels

organisation strategic focus and philosophy within which policies are developed

key stakeholders at local, state/territory and national level

principles and practices of policy development and implementation:

research - methodologies and tools

consultation

methodologies and appropriateness for different audiences

types and features of documentation/information used to support consultation

stakeholder engagement and management

approval processes

structures and formats for policy documents

implementation considerations and processes

evaluation and review

report writing techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

organisation data

modelling of industry operating conditions, including:

consultations with organisation stakeholders

interactions with management and decision-makers

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET301D/ CHCNET402B/ CHCNET404B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify networking and collaboration needs and develop formal and informal partnerships to enhance service delivery and improve professional practice.

This unit applies to work in all industry sectors, and to individuals who take pro-active responsibility for improving collaboration between workers and organisations.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify networking and collaboration needs and opportunities	1.1 Evaluate the ways in which individual and organisation performance may be improved through collaboration 1.2 Identify and prioritise organisation and individual needs 1.3 Identify gaps in networks and collaborative practice and identify required action to fill the gap
2. Develop collaboration strategies	2.1 Gather and review information about relevant services, organisations and key people 2.2 Pro-actively initiate relationships with other inter and intra sectoral professionals and organisations 2.3 Share information and resources, where possible, with other organisations to overcome duplication in service delivery 2.4 Maintain currency and accessibility of information 2.5 Define and document the type and level of collaboration, and negotiate with the relevant people
3. Work collaboratively	3.1 Identify opportunities that meet client, personal and organisation goals 3.2 Plan and implement integrated projects and service delivery 3.3 Liaise with staff from relevant organisations on a formal and informal basis
4. Represent the organisation	4.1 Promote a positive image of the organisation at available opportunities 4.2 Communicate issues, policies and practices of the organisation in appropriate formats 4.3 Implement confidentiality measures that protect client, organisation and network
5. Maintain and enhance networks and collaborative partnerships	5.1 Maintain networks and other work relationships to provide identifiable benefits for clients and the organisation 5.2 Improve and maintain networks and collaborative partnerships 5.3 Monitor benefits to worker, organisation and client group in ongoing participation 5.4 Evaluate strengths and weaknesses of collaborations and make recommendations for action

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET301D/ CHCNET402B/ CHCNET404B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed strategies for networking and collaboration for at least 1 organisation

worked collaboratively with external individuals or groups in at least 3 different service delivery situations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for collaborative practice, including:

copyright and intellectual property

privacy, confidentiality and disclosure

principles of networking and collaboration

different types of networks and collaboration:

organisational

individual

virtual

formal/informal

benefits of networking and collaboration:

for clients

for the organisation

for the worker

values, limitations and dynamics of networks and collaborative partnerships

industry structure and interrelationships between different organisations, both public and private

established networks in relevant area of work:

structure

key stakeholders

vision and purpose

opportunities for participation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including information relating to peak bodies, network groups and web based network services

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own practice	1.1 Undertake self-evaluation in conjunction with supervisors and/or peers 1.2 Reflect on and recognise the effect of values, beliefs and behaviour in practice 1.3 Share two-way, open and evaluative feedback with co-workers or peers 1.4 Actively seek and reflect on feedback from clients, organisations or other relevant sources
2. Enhance own practice	2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets
3. Facilitate ongoing professional development	3.1 Access and review information on current and emerging industry developments and use these to improve practice 3.2 Assess and confirm own practice against ethical and legal requirements and opportunities 3.3 Identify and engage with opportunities to extend and expand own expertise 3.4 Regularly participate in review processes as a commitment to upgrading skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on and improve own practice and created 1 personal development plan that includes:

goals

timeframes

ways of measuring progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for reviewing and improving own practice, including:

codes of practice

duty of care

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

models and processes of professional reflection

professional development opportunities, including:

industry networking

professional associations

training requirements and options

informal and formal ways of learning and developing

principles and techniques for:

creating a personal development plan

personal goal setting

setting realistic timeframes

measuring progress and performance

types of work methods and practices which can improve performance

learning styles and how they relate to different individuals

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to address duty of care requirements, working within an ethical framework and applying relevant legislation, codes of conduct, international agreements (such as the Convention on the Rights of the Child), policies and procedures in identifying, responding and supporting children’s and young people’s rights and safety.

This unit applies to workers involved in delivering services to children and young people in a wide range of community services and work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement work practices which support the protection of children and young people	1.1 Comply with lawful instructions, regulations, duty of care and boundaries of practice in all work activities 1.2 Routinely employ child-focused work practices to uphold the rights of children and young people to participate in decision-making where it is age appropriate 1.3 Use communication and information-gathering techniques with children and young people in accordance with current recognised good practice 1.4 Ensure decisions, responses and actions taken are appropriate and within own work role, legislative requirements and organisation procedures 1.5 Continually update own knowledge and skills as required to work effectively and participate in practice supervision processes 1.6 Maintain confidentiality as appropriate
2. Identify indicators of abuse and act appropriately	2.1 Identify children and young people at risk of harm by routinely implementing child protection procedures when appropriate 2.2 Respond to disclosure in accordance with accepted standards, techniques and legislative obligations 2.3 Gather and record information about the child’s or young person’s behaviour and identify uncharacteristic behaviour 2.4 Monitor the circumstances of children who are identified as highly vulnerable to abuse 2.5 Promptly report risk of harm indicators in accordance with statutory and organisation procedures 2.6 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3. Apply ethical practices and safeguard the rights and interests of children and young people	3.1 Identify and seek supervisor support for issues of ethical concern in practice with children and young people 3.2 Develop ethical practices for implementing professional boundaries consistent with child protection legislation in relevant jurisdiction 3.3 Recognise indicators for potential ethical concerns when working with children and young people 3.4 Report unethical behaviour according to organisational procedures and policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning - in order to review and plan updates of own skills
Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented work practices which support the protection of children and young people, including: complying with regulations, legislations and duty of care responsibilities employing child-focused work practices to uphold the rights of children and young people maintaining confidentiality providing appropriate responses in the protection of children and young people used appropriate communication strategies to gather information from children and young people identified and responded to indicators of children or young people at risk of harm and abuse on at least three separate occasions, including: gathering and recording information about the child or young person identifying uncharacteristic behaviour of child or young person monitoring the circumstances of children identified as highly vulnerable reported risk-of-harm indicators sought support from supervisor for issues of ethical concern.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: child- and young person-focused practices child protection system, including polices and protocols common legal issues when working with children and young people risk-of-harm indicators organisation guidelines and policies and accepted standards for responding to risks of harm to children and young people overview of relevant aspects of the legal system organisation standards, policies and procedures communication techniques to engage and interact with young people.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL001 Be an effective volunteer

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Minimum work requirement of 20 hours Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work effectively as a volunteer in a variety of capacities and contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element.
1. Prepare for volunteer work	1.1 Identify the rights and responsibilities of the organisation and apply to work 1.2 Identify the rights and responsibilities of the volunteer and apply to work 1.3 Identify relevant policies and procedures and apply to work 1.4 Identify the organisation’s structure, lines of communication and authority and boundaries of work roles that apply to own work 1.5 Participate in required background checks in accordance with organisation and legislative requirements
2. Work as a volunteer	2.1 Manage and organise own time and work tasks 2.2 Work as part of a team to meet organisation needs 2.3 Maintain appropriate communication networks, processes and relationships between paid and unpaid staff in relation to volunteer work 2.4 Identify and access available support structures as required 2.5 Respond to problems and contingencies related to the workplace in accordance with role
3. Check and complete work in consultation with supervisor	3.1 Seek and receive feedback on own performance 3.2 Request advice, assistance, clarification and further information as required 3.3 Report any issues and/or unresolved problems to supervisor 3.4 Complete relevant reports or workplace documentation as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL001 Be an effective volunteer

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Minimum work requirement of 20 hours Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

volunteered as part of a team with paid and/or unpaid staff for a period of at least 20 hours in an organisation with a structured volunteer program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for volunteer work and how these are applied in organisations, including:

rights and responsibilities of volunteer, colleagues, organisation and customers and/or consumers

privacy, confidentiality and disclosure

mandatory reporting

volunteering as a choice and as being based on reciprocity

how personal values and attitudes may impact on work as a volunteer

the need for relevant background checks to be undertaken by the organisation

mandatory training requirements

organisation expectations of volunteers

valuing self as a volunteer

personal motivations for volunteering

personal expectations to be gained from volunteer work

the volunteering sector including the nature of volunteer work, the importance of volunteer work to the community and principles of volunteering

organisation structure, processes, policies and procedures

Universal declaration on volunteering and current national volunteering codes and standards

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL003 Recruit, induct and support volunteers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to recruit, orientate, develop and support volunteer workers in an agency, service or program. Workers at this level will be responsible for the ongoing coordination and supervision of volunteers who may be working in a range of contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and develop a volunteer recruitment program	1.1 Develop and implement processes and procedures to support the identification of volunteer roles 1.2 Apply models of volunteering to develop volunteering roles within the organisation 1.3 Plan and develop recruitment, selection and induction policies and procedure
2. Select and induct volunteers	2.1 Develop appropriate advertising strategies ensuing compliance with organisation policy and legal requirements 2.2 Undertake appropriate screening, interviewing and selection processes 2.3 Develop and implement volunteer induction program
3. Develop and implement volunteer support systems	3.1 Develop and implement training appropriate for volunteer roles 3.2 Establish and maintain regular communication with volunteers 3.3 Regularly review roles and performance and provide feedback to the volunteer 3.4 Review recruitment, induction and support systems and identify areas for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL003 Recruit, induct and support volunteers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and implemented all aspects of the recruitment of 2 volunteers

developed and implemented 1 induction program for volunteers, that included:

organisation purpose and services

role of volunteers in the organisation

insurance

rights & responsibilities of all parties including work health and safety (WHS)

organisation structure and lines of communication and authority

expenses and reimbursements processes

relevant policies and procedures and codes of conduct

conducted a performance review for 1 volunteer

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies relating to the employment of unpaid workers

rights and responsibilities of both organisation and volunteer

implications of differences in attitudes and values in working in the organisation

Universal declaration on volunteering and current national volunteering codes and standards

definitions of volunteering

paid versus unpaid role responsibilities and the delineation of these roles

structure of volunteer sector including support and recruitment agencies

role of government and government bodies in volunteering

motivations of volunteers, what can de-motivate volunteers and how volunteer motivation changes over time

different models of volunteering taken from an organisation perspective, including the involvement of volunteers as service providers, fundraisers, corporate volunteering, activist and in community development

range of diverse sectors and roles where volunteers are involved

screening processes, including police checks, interviews, application forms, referee checks and meetings

current trends and issues in volunteering

engagement strategies for volunteering

performance appraisal methods and techniques

recognition and rewards for volunteers

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit describes the skills and knowledge required to develop and support volunteer programs and volunteer workforce in an organisation or agency. Workers at this level will be responsible for coordinating and overseeing volunteer programs across a range of contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review and develop volunteer program policies and systems	1.1 Research volunteering trends impacting volunteer involvement 1.2 Develop strategies for the inclusion of volunteering into key organisation policies and strategies 1.3 Develop strategies for the implementation and review of volunteer programs systems and processes in line with current national volunteering standards and/or organisation requirements
2. Develop a volunteer workforce plan	2.1 Review volunteer positions and measure their contribution to the organisation and service provision 2.2 Identify and develop potential growth areas of volunteer involvement opportunities 2.3 Develop a demographic profile of the volunteer workforce 2.4 Analyse and respond to volunteer motivation and satisfaction 2.5 Implement a volunteer training needs analysis to identify training opportunities
3. Develop strategies to enhance the volunteer workforce	3.1 Apply findings regarding volunteer motivation and satisfaction to volunteer retention strategies 3.2 Implement appropriate strategies to recognise and/or reward volunteers 3.3 Identify volunteer recruitment opportunities 3.4 Develop training opportunities for volunteers 3.5 Develop and implement additional volunteer retention strategies
4. Implement opportunities for volunteer management team development	4.1 Identify and implement professional development opportunities for volunteer managers (paid and/or unpaid) within the organisation 4.2 Review the success of volunteer management development strategies and identify opportunities for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed 1 volunteer workforce development plan

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

Universal declaration on volunteering and current national volunteering codes and standards

organisation standards, codes, policies, procedures and processes

relevant state and national legislation, and public policies relating to the engagement of unpaid workers

differentiation between paid and unpaid workers roles

impact of cultural or community attitudes on appropriate roles, relationships and approaches of the volunteer worker

implications of differences in attitudes and values towards volunteers from management and staff

trends and characteristics impacting volunteer involvement

volunteer motivations and how these will change through involvement with a volunteer role or organisation, e.g. ‘honeymoon’ period, 6-12 months, 12 months plus

recognition strategies for volunteers, including events, certificates, training, reimbursements, badges, rewards and increased responsibilities

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit applies to work undertaken in work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people	1.1 Listen to the young person to gain understanding of their experiences 1.2 Foster communication exchanges that support the development of trust and rapport 1.3 Process information about the young person’s situation from their perspective 1.4 Use a range of appropriate communication strategies to engage with young people 1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder
2. Reflect understanding of youth cultures and subcultures and young person’s own development	2.1 Consider youth culture and subcultures of the young person in all actions and decisions 2.2 Consider the young person’s individual development in all actions and decisions 2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately 2.4 Select activities and resources to promote awareness, respect the young person and value diversity 2.5 Establish guidelines that are relevant to the culture and background of the young person 2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3. Work with the young person as the focus	3.1 Apply youth-centred practices when working with young people 3.2 Respect the rights, needs and responsibilities of the young person 3.3 Explain worker rights and responsibilities to the young person as necessary 3.4 Establish a professional relationship and boundary expectations with the client 3.5 Identify and manage power inequities in the professional relationship 3.6 Apply principles of ethical decision-making in working with young people
4. Reflect on own practice and values	4.1 Identify opportunities to reflect on own interactions and practices with young people 4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person 4.3 Seek opportunities to address any concerns or areas for development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to engage and establish collaborative, professional relationships with young people. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: applied youth-centred practices when working with young people, including: using interpersonal skills to engage with at least three young people applying engagement skills with young people with diverse range of presenting issues and experiences applying principles of ethical decision-making to ethical dilemmas when the young person is the primary client establishing and maintaining a professional relationship with at least one group of young people.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: aspects of human behaviour and development related to young people, their personal and social development and relationships current issues facing young people and existing services to address their needs and rights different world views and the interrelationship of society, culture and the young person diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers own cultural values, cultural lens and ethnocentrism own work role within the context of the youth sector access and equity principles principles of ethical decision-making statutory frameworks in which the work role functions the impact of judgement-making skills in working with young people youth-centred practices with focus on the young person as the primary stakeholder youth cultures, social, political and economic and professional frameworks.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to maintain safety through effective response to potential or actual critical situations.

This unit applies to staff working in specialist services and in residential work sites or in the community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement risk-minimisation strategies	1.1 Establish framework for dealing with potential crisis situations 1.2 Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others 1.3 Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisational procedures 1.4 Recognise the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment 1.5 Seek and provide information on potential responses to the appropriate team members for action and support 1.6 Request assistance clearly and promptly
2. Maintain a safe environment for young people	2.1 Identify and routinely implement organisation’s policies, procedures and practices designed to maximise physical and emotional safety of young person 2.2 Maintain healthy and safe environment to minimise potential for harm 2.3 Ensure all legislative and ethical requirements are met by self and those who supervise
3. Prevent escalation of violent behaviour	3.1 Routinely monitor person’s behaviour pattern to ensure aggressive or abusive behaviour is minimised 3.2 Develop plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan 3.3 Anticipate potential causes of conflict and harmful behaviour and respond in a manner that promotes calm and reassurance, to prevent escalation 3.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations 3.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all 3.6 Provide assistance as necessary and appropriate to the situation 3.7 Complete relevant documentation, as required
4. Secure the safety of clients	4.1 Use calm, confident and assertive communication to establish positive personal interaction and exchange information 4.2 Provide information designed to promote positive decision-making based on the relationship between actions and consequences 4.3 Present information to all relevant individuals in a clear, accurate and comprehensive manner 4.4 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved 4.5 In responses and emergency action, give priority to the protection of individuals from severe harm 4.6 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control 4.7 Complete all necessary documentation in an accurate and timely manner

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to provide calm, confident and assertive communication during high stress or crisis situations. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: established a framework for dealing with potential crisis situations which covers: identifying and assessing risks to client safety and welfare understanding and anticipating possible causes of conflicts identifying and implementing risk-minimisation strategies providing information on possible responses to team members stating when to request assistance of others detailing types of assistance appropriate to various situations identifying equipment available to support response to potential crisis situations maintained a safe and healthy environment to minimise the risk of crisis situations used effective communication skills and techniques in all communications with client, appropriate to the situation documented actions taken according to organisational procedures and policies, clearly and accurately.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: team roles and responsibilities and reporting requirements responsibilities of child protection reporting and duty of care understanding how critical incidents and risks arise both generally and in particular situations common mental health issues in young people principles of effective communication for counselling, risk-assessment, negotiation, mediation and information management code of conduct organisation’s policies, guidelines and procedures and emergency protocols.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to monitor and upgrade organisation approaches to young people with complex needs.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop support programs for young people	1.1 Assess specific needs of the young person and match to an existing program 1.2 Employ appropriate communication techniques to engage young person and to address specific needs 1.3 Consult relevant community organisations to identify available support programs that meet specific needs of clients 1.4 Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs 1.5 Provide relevant information to client as appropriate
2. Ensure that young people with complex needs receive appropriate services	2.1 Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed 2.2 Define and implement appropriate procedures to minimise effects of any aggressive or abusive behaviour of clients 2.3 Employ appropriate approaches and language to enable clients to express their ideas in a range of ways
3. Liaise with other services and organisations	3.1 Design and implement appropriate referral systems and procedures to ensure specific needs of clients can be addressed 3.2 Identify and access support facilities required to optimise client access to specialist services 3.3 Ensure support and advocacy services provided reflect organisation procedures, respect the young person’s rights and are appropriate to cultural and other individual circumstances 3.4 Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery
4. Monitor and upgrade support provided by the organisation	4.1 Regularly review information and services provided to clients to assess continuing relevance and effectiveness 4.2 Periodically review assessment, support and referral systems used within the agency 4.3 Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery 4.4 Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff 4.5 Provide support and supervision to other workers as required in accordance with organisation procedures 4.6 Arrange regular debriefings with associated organisations and service providers 4.7 Produce and provide reports in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to analyse and review service policies and procedures in line with applicable legislative and regulatory requirements relevant to the service. Writing - in order to produce reports according to organisation procedures and policies. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: assessed specific needs of at least one young person and identified existing programs/services that addressed these needs, as well as consulted relevant personnel and organisations to identify further or alternative support programs that could assist developed and implemented procedures to keep young people safe, including: addressing any signs of abuse establishing protocols of behaviours monitoring at-risk behaviour patterns establishing quick response actions to counter aggressive behaviour developed and implemented procedures relating to services offered by the organisation, including: support facilities particular types of support and information referral advice reviewed the relevance and effectiveness of information and service provision to clients, and assessment, support and referral systems, including: holding regular debriefings with associated organisations and service providers debriefing and supporting other youth workers, including identifying training needs producing reports and recording relevant information about clients and programs according to organisation procedures and policies, ensuring accurate and complete information is included.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: legal and organisational policies relating to advocacy, monitoring and dealing with abuse principles of empowerment and enabling processes in advocacy short-term counselling strategies different forms of abuse and their indicators and response processes a broad range of specialist and generic services and agencies family support and mediation youth-specific consultation and engagement principles for seeking feedback on service provision reflective and evaluative processes in youth work practice key aspects of human rights declarations and UN Convention on the Rights of the Child organisation’s policies, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to devise, set up, coordinate, deliver and evaluate activities and programs for individuals and groups.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify the program required	1.1 Collect evidence to determine the need for a particular program 1.2 Identify and review a range of possible programs to meet the defined needs 1.3 Select a program type based on client needs, organisational criteria and availability of resources
2. Prepare program plan	2.1 Undertake appropriate strategic planning activities to ensure client needs are met 2.2 Plan activities in consultation with key clients and stakeholders 2.3 Determine operational arrangements for conducting the program and assess their feasibility 2.4 Ensure planning activities reflect accepted good practice in working with young people 2.5 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 2.6 Identify appropriate implementation and evaluation strategies in the program plan in consultation with stakeholders
3. Deliver program	3.1 Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements 3.2 Provide participants with access to a range of activities suited to their needs and interests 3.3 Implement contingency plans and adapt program to changing needs of participants as required 3.4 Ensure problems in program delivery are addressed promptly
4. Monitor and evaluate program	4.1 Use appropriate evaluation strategies during and after program and for revision and development 4.2 Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders 4.3 Prepare and present reports as required by organisational, funding and other requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to collect and analyse evidence to inform program requirements. Writing – in order to prepare reports in line with workplace policies and procedures. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: collected, analysed and reviewed relevant evidence and a range of programs to determine the need for a specific program prepared at least one program plan, including: outlining activities and actions determining operational arrangements for calculating costs, space and resources assessing feasibility developing implementation and evaluation strategies supported the implementation of at least one program in a variety of contexts, adapting program to the changing needs of participants and evaluating outcomes, including: using evaluation techniques and reporting outcomes to clients and stakeholders in an accessible format.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: target groups relevant to the worker and the program a range of relevant youth activities and programs legal and safety requirements as they relate to activities and programs techniques of evaluation relevant funding sources organisational standards, policies and procedures techniques for writing complete and accurate reports.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH012 Manage service response to young people in crisis

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to develop an agency approach to young people in crisis.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement a framework for preventing crisis situations	1.1 Develop a framework to address prevention and response to critical situations, and which reflects consideration of beliefs, rights and needs of client and responsibilities of organisation within a legislative and statutory context 1.2 Establish appropriate resources and mechanisms to assist workers to deal with crisis situations 1.3 Define details of organisation’s responsiveness to crisis situations and articulate to relevant personnel 1.4 Store and maintain all information related to crisis situations to maximise accessibility, accuracy, currency and legibility 1.5 Implement procedures to ensure clients have ready access to information that may help to resolve crisis situations
2. Support staff in responding to a crisis	2.1 Establish appropriate protocols for managing potential and actual crisis situations 2.2 Draft and regularly update procedures for the management of crises and communicate to staff and other relevant personnel 2.3 Ensure any crisis management procedures developed are consistent with legal and organisational obligations and constraints 2.4 Allocate resources for prompt and effective response to crisis situations 2.5 Provide appropriate crisis response training and update briefings to workers on a regular basis 2.6 Formulate appropriate advice for upgrade of organisation procedures including those related to workplace health and safety (WHS) and other industrial and legislative requirements
3. Follow-up crisis situations	3.1 Complete all required reporting and ensure it is comprehensive, accurate and consistent with organisation’s policies and procedures 3.2 Define debriefing procedures and implement routinely 3.3 Provide opportunity for participation in review and evaluation of organisation responsiveness 3.4 Identify needs of all specific parties which arise from a crisis situation and develop strategies to ensure they are addressed

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Writing – in order to develop policies, procedures and reports in line with workplace guidelines. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH012 Manage service response to young people in crisis

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented a framework to prevent and respond to crisis situations by: defining circumstances contributing to a crisis situation analysing the legal and statutory requirements identifying and obtaining resources to respond to crisis situations providing information to clients and staff about the organisation’s policies and procedures for dealing with crisis situation supporting staff in responding to crises by providing training and briefings followed-up on crisis situations by: maintaining documentation as required, including effective use of relevant information technology in line with WHS guidelines effectively communicating with staff, including implementing mediation and negotiation, and conflict resolution/management providing feedback to staff members.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: legal and organisational policies relating to safety within the work environment relevant specialist support services and resources possible factors which contribute to young people entering crisis situations methods of crisis intervention including mediation and negotiation characteristics of aggressive and abusive behaviour methods of promoting less aggressive/abusive behaviour other support agencies and the relevant specialist resources they offer possible factors which contribute to young people entering crisis situations potential repercussions of inappropriate intervention of worker behaviour.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH301E Work effectively with young people

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to work with and for young people within an ethical, social, political and economic context

Application of the Unit

Application	This unit may apply to community services work in a range of contexts

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop a professional rapport with young people	1.1 Conduct interactions with young people in a fair, just, humane and positive manner 1.2 Use communication strategies with individuals for effective interaction and problem solving 1.3 In all work demonstrate a consistent commitment to young people
2. Address issues associated with the culture of young people	2.1 In all actions and decisions, take into account the culture of the young person 2.2 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 2.3 Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately 2.4 Select activities and resources to promote cross cultural awareness 2.5 Establish guidelines that are relevant to the culture and background of the young person
3. Recognise that youth culture is distinct	3.1 In all interventions, take account of youth culture the young person identifies with 3.2 Select activities and interventions to fit both individual and/or group needs of particular young people 3.3 Assist young people to negotiate positive outcomes within a political framework 3.4 In all interventions, take account of their economic impact on young people 3.5 In all work demonstrate a commitment to addressing any economic disadvantages young people experience

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Aspects of human behaviour and development related to young people, their personal and social development and relationships Current issues facing young people and existing services to address their needs and rights Interrelationship of society, culture, the family and the young person Organisation role within the context of the youth sector Own work role within the context of the youth sector Political and economic context as listed in the Range Statement Principles and practices of community support Principles of access and equity Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Statutory framework in which the work takes place Youth cultures social, political and economic frameworks
Essential skills: It is critical that the candidate demonstrate the ability to: Prepare reports such that the information and the way it is organised is appropriate to its purpose and audience In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate application of skills in: advocacy communication empathy interpersonal communication with young people and other stakeholders working as part of a team or as a sole worker Recognise and act upon opportunities to enhance sustainability in the workplace

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the organisation and individual context within which work takes place
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resource requirements for assessment of this unit include access to: a workplace or an accurately simulated environment where assessment may take place
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Historical, social, political economic context includes:	Changing social context of work: e.g. changing government and societal views of young people and approaches to working with them Economic context e.g. the current economic situation as it relates to and affects young people and the subsequent impact on client needs Historical context of work e.g. changing attitudes to young people; changing approaches to working with young people Political context e.g. government policies and initiatives affecting youth work Statutory framework within which work takes place in the sector
Stakeholders and representatives may include:	Families and care givers Friends, peers and target groups Government representatives and service providers Local community and community and religious organisations Organisation management, colleagues, supervisor, team members Peak bodies and networks in youth work Specialists/experts Young people Youth organisations
Different models of work in the sector may include:	A client-centred approach Case management Community development and education Working with families
A commitment to access and equity may be demonstrated by:	A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, developmental, religious, economic and social

Unit Sector(s)

Not Applicable

CUFIND401A Provide services on a freelance basis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Promote yourself to potential employers	1. Establish, follow up and regularly maintain business contacts within industry 2. Participate in relevant networks to support your freelance activity 3. Identify and follow appropriate strategies to enhance your professional reputation 4. Maximise your reputation by circulating current and succinct information about your experience 5. Join and maintain regular contact with relevant employment networks 6. Advertise your services in relevant media outlets as required 7. Produce and distribute promotional material as required
Negotiate work arrangements	8. Establish clear performance outcomes for jobs and agree on fees, schedules and expenses 9. Ensure that contracts contain payment terms and conditions that provide a viable cash flow 10. Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions 11. Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs 12. Negotiate variations to contracts as required 13. Seek specialist advice in the development of contracts where appropriate 14. Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation 15. Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction
Manage financial and business aspects of freelance work	16. Seek advice on and determine the most appropriate way of operating as a freelancer 17. Set up and use effective systems for managing budgets, finance and paperwork 18. Establish and maintain effective support services 19. Establish a realistic fee structure that takes into account all factors associated with your freelance activity 20. Plan ahead to organise and maintain a viable work and cash flow 21. Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner 22. Keep simple but accurate and up-to-date accounts and records 23. Submit annual tax returns, using the services of an accountant as required 24. Comply with regulatory, taxation and insurance requirements relevant to freelance activities
Undertake strategic planning	25. Identify and implement strategies that help identify work opportunities at an early stage 26. Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs 27. Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments 28. Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers 29. Regularly revisit, review and set realistic objectives 30. Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes 31. Identify risk factors and take action to minimise risk when planning work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume's and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in relation to offering services as a freelancer typical formats for presenting resumés

Evidence Guide

EVIDENCE GUIDE
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: preparation of resume's and other material to promote oneself to potential clients or employers ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial record-keeping system develop work plans that take account of the need for adequate cash flow.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information and networks access to office equipment and resources access to examples of work contracts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate negotiating a work contract or being interviewed for a job written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to undertake strategic planning when developing freelance work opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND402A Develop screen and media specialist expertise BSBREL401A Establish networks.

Range Statement

RANGE STATEMENT
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.
Networks may include	chambers of commerce community organisations industry professional associations lobby groups unions.
Strategies may include:	developing a personal website to showcase your achievements and to promote your services entering competitions offering your services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Employment networks may include:	agents Centrelink industry professional associations online employment agencies unions.
Support services may include:	accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Factors may include:	advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses.
Records may include:	computer-based: spreadsheets accounting software applications, e.g. MYOB and Quicken databases project management software applications filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:	insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or equipment public liability insurance professional indemnity insurance other insurance cover as required by state or federal legislation, or contractual obligations regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination legislation anti-competition regulations taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations.
Relevant people may include:	clients colleagues employers mentors officers at employment agencies.
Objectives may relate to:	business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

FNSACC502 Prepare tax documentation for individuals

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare non-complex income tax returns for individuals in accordance with statutory requirements, and encompasses gathering and verifying data, calculating taxable income and reviewing compliance requirements.

It applies to individuals who use systematic approaches and follow specific guidelines to ensure compliance requirements are met.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. This unit is designed to meet educational requirements of the Tax Practitioner Board (TPB). Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather client data and verify client, organisational and legislative requirements	1.1 Determine client's tax documentation preparation requirements 1.2 Conduct research to identify updates or additions to compliance requirements relevant to client circumstances, and establish recording and reporting requirements 1.3 Gather current data from appropriate sources, and identify assessable income and allowable deductions 1.4 Complete and record amounts in accordance with organisational and legislative requirements 1.5 Identify discrepancies or any unusual features and conduct research to resolve, or refer to appropriate authority 1.6 Identify accrued or prepaid income and expenditure, and record adjustments to value of assets and liabilities
2. Identify, record and present client's tax documentation	2.1 Calculate client's tax obligations, in accordance with legislative requirements and information gathering practices 2.2 Prepare relevant documentation within established timelines 2.3 Seek advice and guidance from specialist to evaluate and moderate decision processes 2.4 Discuss and confirm documentation with client to obtain client signature, authorisation and endorsement, ensuring legislative requirements are met
3. Lodge tax documentation	3.1 Submit relevant documentation to Australian Taxation Office (ATO) within established timelines 3.2 Advise client of current tax obligations and that advice from taxation authorities is to be followed 3.3 Respond to tax office enquiries and meet taxation audit requirements, when applicable, in timely manner

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 1.5, 1.6, 2.2	Researches and analyses financial information and data from a range of sources to identify key aspects relevant to requirements
Writing	1.4, 1.6, 2.2, 2.3, 3.2, 3.3	Accurately records information and completes forms using correct spelling, grammar, terminology and conventions Uses clear language and concepts appropriate for the audience to convey and clarify explicit information and requirements in written documentation
Oral Communication	2.3, 2.4, 3.2	Participates in verbal exchanges using active listening and questioning techniques to clarify information and confirm understandings
Numeracy	1.3-1.6, 2.1, 3.3	Analyses financial data and performs mathematical calculations to complete requirements of non-complex lodgement documentation
Navigate the world of work	1.4, 2.1-2.4, 3.1-3.3	Recognises and follows relevant legislative and regulatory requirements and organisational policy and procedures to meet expectations of clients and those associated with own role
Interact with others	2.3, 2.4, 3.2-3.3	Selects and uses appropriate conventions and protocols when communicating with clients, colleagues and others to seek or provide information
Get the work done	1.3-1.4, 2.1-2.4, 3.1-3.3	Plans, organises, schedules and implements tasks according to organisational and legislative requirements, taking responsibility for compliance and client needs Makes critical and non-critical decisions in relatively complex situations, taking relevant client and legislative requirements into consideration Identifies and responds to problems by systematically analysing relevant information, generating and evaluating options, and selecting the most appropriate option Uses digital systems and programs for planning, implementing, monitoring, reporting progress and lodgement of returns

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC502 Prepare tax documentation for individuals	FNSACC502B Prepare legally compliant tax returns for individuals	Updated to meet Standards for Training Packages Title changed Edits and reordering of performance criteria to clarify intent of unit	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC502 Prepare tax documentation for individuals

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research, critically evaluate and apply new or changed legislative requirements and apply where relevant to the preparation of the client's tax documentation

identify client data required to calculate taxable income

prepare tax documentation for an individual that complies with:

Australian taxation law and Australian Taxation Office (ATO) rulings

accounting principles and practices

organisational policy and procedures

provide advice to client on tax documentation presented and obtain verification and approval.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and explain ethical considerations and legislative requirements relevant to the preparation of tax documentation for individual taxpayers, including:

conflict of interest

responsibilities of tax agents including Code of Professional Conduct obligations under the Tax Agent Services Act (TASA) and Tax Agent Services Regulations (TASR)

identify and explain the following key elements of Australian tax law as it relates to tax documentation for individual taxpayers:

the rules and principles of Australian tax law including an understanding of the legal environment in which these principles operate, basics of the legal system, constitutional considerations and separation of powers

key aspects of the income tax law covering concepts of:

residence and source

related elements of international tax

assessable income

deductions (including general, specific and decline in value)

tax rebates and offsets

tax accounting

income test definitions that include reportable superannuation and fringe benefits tax (FBT)

key aspects of relevant principles ad application of the capital gains tax (CGT), FBT and termination payment rules for individual taxpayers

basic concept of goods and services tax (GST)

administrative aspects of the taxes identified above including documentation, tax collection and withholding mechanisms, assessments, obligations, rulings, penalties and audits

specific and general anti-avoidance tax rules for individuals

describe the key sources of information and data required to calculate taxable income

describe the key features of organisational policy and procedures relating to the preparation of tax documentation for individual taxpayers

outline the key accounting principles and practices relevant to the preparation of tax documentation for individual taxpayers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables.

Assessors must satisfy NVR/AQTF assessor requirements.

This unit is designed to meet the education requirements of the Tax Practitioner Board (TPB). Where registration with the TPB is sought, assessment must reflect the conditions described by the regulator which stipulate that a significant amount (at least 40%) must be completed under some form of independent supervision. Where recognition of prior learning (RPL) is used, it must also meet the requirements of the Board’s policy on RPL.

Details of requirements can be accessed on the TPB website at: http://www.tpb.gov.au

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC504 Prepare financial reports for corporate entities

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare financial reports for a reporting entity and encompasses compiling and analysing data and meeting statutory reporting requirements.

It applies to individuals who use specialised knowledge and analytical skills to prepare financial reports that meet specific compliance requirements.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Pre-requisite Unit

BSBFIA401 Prepare financial reports

FNSACC301 Process financial transactions and extract interim reports

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Compile data	1.1 Systematically code, classify and check data for accuracy and reliability in accordance with organisational policy, procedures and accounting standards 1.2 Use conversion and consolidation procedures to compile data in accordance with organisational policy and procedures 1.3 Ensure accurate transfer of data to computerised systems as required 1.4 Record valuations in compliance with relevant accounting standards 1.5 Identify and record effects of taxation
2. Prepare reports	2.1 Present charts, diagrams and supporting data in appropriate format 2.2 Ensure structure and format of reports are clear and conform to statutory requirements and organisational procedures 2.3 Ensure statements and data are error free, comprehensive and comply with statutory requirements and organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.3	Researches, structures and analyses information from a range of sources to determine work requirements Proofreads and checks work for accuracy and completeness
Writing	1.1, 1.3, 1.5, 2.1, 2.2	Prepares logically structured written and graphical information in required formats for business reports and presentations Uses clear language, terminology and concepts appropriate for the audience and purpose to convey information
Oral Communication	2.1	Presents financial information to a range of personnel using language and concepts appropriate for the audience
Numeracy	1.1-1.5	Uses mathematical equations to perform calculations, estimations and forecasting to analyse data and achieve required outcomes
Navigate the world of work	1.1-1.2, 1.4, 2.2, 2.3	Takes responsibility for adherence to organisational policy and procedures and legislative requirements
Get the work done	1.1-1.5, 2.1-2.3	Plans, sequences and implements tasks according to organisational and legislative requirements Uses problem-solving processes to identify and analyse reporting issues and develop options to resolve issues with the potential to have a negative impact Uses digital technologies and software packages, including spreadsheets and databases, to complete requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC504 Prepare financial reports for corporate entities	FNSACC504A Prepare financial reports for corporate entities	Updated to meet Standards for Training Packages Edits to clarify intent of elements Pre-requisite units updated	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC504 Prepare financial reports for corporate entities

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access and accurately compile data and prepare reports for corporate entities that comply with:

organisational policy and procedures

relevant accounting standards

statutory and other relevant requirements of reporting bodies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and explain current business taxation requirements

identify and explain current financial legislation and statutory requirements relating to taxable transactions and reporting requirements

discuss ethical considerations in relation to conflict of interest, confidentiality and disclosure requirements

explain the key features of integrated computerised accounting systems

describe a range of methods and formats for presenting financial data

outline options, methods and practices for recording and reporting deductions, benefits and depreciation

identify and describe the key requirements of organisational policy and procedures relating to the preparation of financial reports

identify and explain the key principles of double-entry bookkeeping and accrual accounting

identify and explain business legal requirements relating to delegated authorities, reporting periods and taxation payment timings.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

office equipment, technology, software and consumables

organisational records, policy and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC505 Establish and maintain accounting information systems

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and record system requirements, evaluate alternative systems and acceptance test systems, prepare system documentation, implement reporting systems and records, monitor systems and review reporting procedures.

It applies to experienced individuals who use specialised technical knowledge, systematic approaches and analytical skills to effectively establish an organisational system.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and record system requirements	1.1 Prepare comprehensive specifications based on requirements of potential users that include system objectives, document specifications, and security and records requirements 1.2 Review features of any existing system and records to establish their suitability and usability 1.3 Establish recording processes according to accepted practice and in accordance with legislation and codes of practice
2. Evaluate alternative systems	2.1 Compare and measure features of various systems against user requirements to enable identification of alternative systems and solutions 2.2 Carry out cost–benefit analysis of alternative systems and solutions, and document recommendations
3. Evaluate acceptance test system	3.1 Test system in operational environment to ensure compliance with user requirements, company policy and guidelines, system specifications and relevant legislation or industry codes of practice 3.2 Obtain formal confirmation from all users on acceptability of new system or system changes against all criteria and system specifications
4. Prepare system documentation	4.1 Prepare system documentation thoroughly and accurately, using easily understood language and in clear format to support system implementation and training 4.2 Consult users to ensure clarity, accuracy, thoroughness and usability of system documentation 4.3 Make system documentation easily accessible, and constantly review and update to ensure currency and accuracy
5. Implement reporting systems and records	5.1 Carry out implementation in accordance with specified guidelines and timelines, and establish contingency plans to deal with any potential delays or problems 5.2 Establish effective training schedules and programs to support implementation 5.3 Transfer all data from existing to new or modified system and records without error or loss 5.4 Update systems and records regularly to identify ongoing benefits and threats to organisation 5.5 Maintain files within organisational and statutory requirements, and identify and remedy discrepancies 5.6 Ensure integrity of systems and records complies with organisational and statutory requirements 5.7 Monitor transactions to identify taxation and other liabilities
6. Monitor reporting systems	6.1 Analyse and account for transactions, and correctly relate to accounting period 6.2 Communicate and promote processes for recording and classifying transactions to support internal verification of records 6.3 Standardise sources of input data and documentation in structured formats to minimise errors 6.4 Maintain back-ups in accessible location to safeguard data in accordance with organisational and audit requirements
7. Review reporting procedures	7.1 Systematically check sources of input data and documentation records for accuracy and reliability 7.2 Establish reporting requirements and analyse regularly to identify variations and compliance with established processes for recording and classifying transactions 7.3 Maintain written reports, explanatory notes and financial results to support source documentation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 1.5, 2.1, 4.3, 6.1, 7.1, 7.2	Researches and evaluates technical and non-technical information from a range of sources to determine benchmarks and requirements
Writing	1.1, 1.2, 2.2, 3.2, 4.1-4.3, 6.2, 6.3, 7.3	Prepares, reviews and maintains a range of documents to ensure clarity of meaning, accuracy, currency and consistency of information Uses clear and concise language in a logical format and structure to convey information appropriate to the audience and purpose
Oral Communication	1.1, 3.2, 4.2, 6.2	Uses appropriate vocabulary to explain technical and non-technical information to a range of personnel Uses active listening and questioning to obtain feedback and clarify understanding
Numeracy	2.1, 2.2, 5.7, 6.1, 7.3	Performs mathematical calculations and uses a range of mathematical problem-solving techniques to analyse, estimate and compare financial data and numerical information
Navigate the world of work	1.6, 3.1, 5.5, 6.4, 7.2	Takes responsibility for complying with organisational policy and procedures and legislative requirements
Interact with others	1.1, 4.2, 6.2	Plays a lead role in communicating, collaborating, consulting and negotiating outcomes with a range of personnel, adapting personal communication style to show respect for individual differences
Get the work done	1.1-1.6, 2.1, 2.2, 3.1, 3.2, 4.1-4.3, 5.1-5.7, 6.1-6.4, 7.1-7.3	Takes responsibility for planning, organising and implementing systems, processes and plans in accordance with organisational and legislative requirements Plans and sequences own workload and schedules work activities of others Applies systematic and analytical decision-making processes in complex and non-routine situations Uses problem-solving processes to identify and analyse system issues and develop options to resolve issues with the potential to have a negative impact Uses a range of digitally based technologies and software packages to access, extract and share relevant information to achieve required outcomes Maintains the security of digital data according to organisational requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC505 Establish and maintain accounting information systems	FNSACC505A Establish and maintain accounting information systems	Updated to meet Standards for Training Packages Rewording and combining of some performance criteria to clarify intent of unit	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC505 Establish and maintain accounting information systems

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and document record and systems requirements

evaluate alternative systems and acceptance test systems

prepare systems documentation and implement reporting systems and records that comply with:

statutory requirements

organisational policy and procedures

monitor and review reporting systems.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the key features of statutory requirements, codes of practice and organisational policy and procedures relating to accounting systems

discuss ethical considerations for the handling of financial reconstruction

explain the key features of financial legislation relating to taxable transactions and reporting requirements

outline a range of considerations for developing accounting system specifications

compare and contrast methods of data protection

explain the key principles and practices of budgetary control and implications for accounting systems

explain the process and procedures for recording and storing financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables

an integrated financial software system and data

organisational records, policy and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC506 Implement and maintain internal control procedures

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to review corporate governance requirements, implement operating procedures and monitor policy.

It applies to individuals who use specialised knowledge and analytical skills to ensure organisational policy, compliance and quality requirements are met.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review corporate governance requirements	1.1 Identify and analyse corporate governance and ethical requirements to determine application to operations 1.2 Access clarifications on application of corporate governance requirements from authoritative and recognised sources 1.3 Review and develop internal control procedures, reflecting application of corporate governance requirements to internal operations
2. Implement operating procedures	2.1 Maintain and review financial delegations and accountabilities to ensure consistency and compliance with internal control procedures 2.2 Produce, review and distribute required reports within agreed timelines 2.3 Develop timetables for implementation of corporate governance requirements in consultation with stakeholders 2.4 Detail and document internal control procedures in standardised formats to promote consistency of use
3. Monitor policy	3.1 Develop applications of corporate governance requirements from published sources or recognised practices 3.2 Develop and report on performance indicators to evaluate compliance with internal control procedures 3.3 Identify and evaluate variations in adoption of corporate governance requirements in operations to determine causes 3.4 Develop and implement modifications to procedures to facilitate compliance with internal control procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 3.1, 3.3	Interprets and analyses complex information and documentation from a range of sources, including relevant legislation, to determine requirements
Writing	1.2, 1.3, 2.1-2.4, 3.2, 3.4	Produces accessible guidelines and reports using clear and concise language appropriate to the audience and purpose
Oral Communication	2.2, 2.3, 3.2	Effectively engages others in verbal exchanges using active listening and questioning to elicit, clarify and convey information
Numeracy	1.1, 2.1, 3.2	Accurately analyses financial and numerical information embedded in a range of texts and tasks
Navigate the world of work	1.1-1.3, 2.1, 2.4, 3.1, 3.4	Monitors adherence to legal and regulatory requirements and recommends and implements changes to policies, procedures or processes where these are deemed necessary
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Organises, plans and sequences own workload and schedules work activities of others Uses problem-solving processes to identify and analyse issues with the potential to impact on financial controls, and develop and implement options to resolve these issues Applies systematic and analytical decision-making processes in situations that impact on the work of self and others Uses a range of digital technologies to access, extract and share relevant information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC506 Implement and maintain internal control procedures	FNSACC506A Implement and maintain internal control procedures	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC506 Implement and maintain internal control procedures

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interpret and comply with corporate governance requirements, organisational policy, and financial delegations and accountabilities

review corporate governance requirements and implement effective operating procedures

monitor policy and relevant financial legislation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss ethical considerations and confidentiality for management and handling of files and records

identify and explain the key features of financial legislation relating to taxable transactions and reporting requirements

explain a range of methods of work practices and routines relevant to internal control procedures

describe the key requirements of organisational policy and procedures relating to:

corporate governance

financial delegations and accountabilities

identify and explain the key principles of internal control and auditing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables

corporate governance documentation

organisational operational policy and procedures information.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSFLT201 Develop and use a personal budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a personal savings budget. It has wide application and may be used in workplaces, schools, adult and community learning organisations or registered training organisations to build the financial literacy of learners. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling or advisory organisations.

It applies to individuals who use new ideas and techniques to develop personal financial literacy skills.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Financial literacy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and discuss budgeting as a financial tool	1.1 Identify and consider role of budgeting in lives of different groups and importance of budgeting appropriately to meet expenses at different stages of life 1.2 Discuss importance of setting financial goals 1.3 Identify and discuss obstacles that might prevent financial goals being achieved, and types of behaviours and skills required for successful budgeting
2. Prepare to develop a personal budget	2.1 Record all income and expenses for a six-month period to assist in estimating expenditure requirements 2.2 Obtain or develop budget spreadsheet to record income and expenditure for relevant period of time 2.3 Identify and list all sources of income, regular fixed expenses and variable expenses for specified period in personal budget using budget spreadsheet
3. Develop a personal budget	3.1 Subtract total expenses recorded from total income to determine surplus or deficit budget for specified period 3.2 Explore reasons for deficit budget if relevant and investigate ways to reduce expenses or increase income 3.3 Explore allocation of surplus funds towards saving and meeting identified financial goals
4. Implement and monitor the personal budget	4.1 Follow budget according to plan for a period of time 4.2 Record actual expenses and income for period during which budget is implemented 4.3 Compare budgeted expenses and income with actual amounts and modify budget where necessary 4.4 Discuss handy hints for managing personal budget 4.5 Conduct ongoing review of budget to ensure it remains relevant and to ensure updates are incorporated if necessary

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.3, 3.2	Gathers and interprets financial information and identifies key aspects relevant to the task
Writing	1.1-1.3, 2.1-2.3, 4.2, 4.3	Accurately records and documents information relating to personal budgets using correct language, concepts and terminology
Oral Communication	1.1-1.3, 4.4	Participates in verbal exchanges using active listening and questioning to develop a clear understanding of budgeting information
Numeracy	2.1, 2.3, 3.1-3.3, 4.1	Performs mathematical calculations including addition, subtraction, multiplication, division and percentages, and interprets financial information relating to budgets
Get the work done	2.1-2.3, 3.1-3.2, 4.1-4.5	Plans routine tasks and organises work according to defined requirements Reviews effectiveness of decisions and makes adjustments as required Uses digital systems and tools to design work processes and complete work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSFLT201 Develop and use a personal budget	FNSFLT201A Develop and use a personal budget	Updated to meet Standards for Training Packages Minor edits to reflect AQF level	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSFLT201 Develop and use a personal budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare a budget spreadsheet

calculate interest and loan repayments, and surplus or deficit funds

prepare, implement and monitor a personal budget.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the purpose, key principles and benefits of budgeting

explain the importance of setting financial goals

list obstacles to achieving financial goals

describe different stages in life and how financial goals may change

describe the behaviours and skills needed to adhere to a budget

explain the difference between fixed and variable expenses

describe the role of credit and savings in managing a budget and establishing personal wealth

describe the role of financial institutions and their savings products to assist with managing a budget.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial literacy field and include access to:

office equipment, technology, software and consumables

information about the budgeting process, personal financial records and other relevant resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSFLT301 Be MoneySmart

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop, maintain and enhance understanding of personal finance matters, including taxation, superannuation and insurance.

It applies to individuals who build financial literacy in workplaces, schools, adult and community learning organisations or registered training organisations. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling and advisory organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Financial literacy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate knowledge of personal financial matters	1.1 Determine how career choice, education and skills affect income and goal attainment 1.2 Identify short-term and long-term financial goals 1.3 Identify tax matters relating to personal income 1.4 Explain impact of consumer and financial behaviour on personal spending 1.5 Explain how insurance and other risk management strategies protect against financial loss 1.6 Identify components of superannuation relevant to individual income earners
2. Manage personal finances	2.1 Compare benefits and costs of alternatives in spending decisions 2.2 Identify purpose of planning personal finances 2.3 Make personal financial choices based on logical decision making 2.4 Evaluate consequences of personal financial decisions, including contracts 2.5 Develop methods and systems (including electronic) to stay in control of personal cash flow, spending and use of debt
3. Build knowledge of personal financial matters	3.1 Explore and evaluate factors that affect personal credit worthiness 3.2 Seek advice from a specialist or mentor where required 3.3 Develop systems for maintaining up-to-date knowledge about personal finances and career opportunities to achieve goals 3.4 Identify reliable sources of ongoing information relevant to personal career and financial goals

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3-1.6, 2.1, 2.2, 3.1	Researches and interprets written information from a range of sources to identify relevant aspects for the required task
Writing	2.5	Records and documents information accurately using correct language, terminology and concepts
Oral Communication	3.2	Uses active listening and questioning to source advice and develop a clear understanding of information
Numeracy	1.1-1.3, 1.5, 1.6, 2.1, 2.4, 2.5	Performs a range of mathematical calculations to interpret financial information, and to balance or create budgets and savings plans
Navigate the world of work	1.1-1.6, 2.1, 2.2, 3.1, 3.4	Maintains up-to-date knowledge of personal financial management necessary for own situation
Get the work done	1.1, 1.2, 2.3-2.6, 3.3	Uses digital systems and tools to complete tasks, and to access and manage finance related information Plans routine tasks and organises work according to defined requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSFLT301 Be MoneySmart	FNSFLT301A Be MoneySmart	Updated to meet Standards for Training Packages Minor edits to reflect AQF level	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSFLT301 Be MoneySmart

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

set personal financial goals and access opportunities for mentoring or advice on them

access information to build on and maintain knowledge of factors affecting personal finances.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain debt management including:

responsible use of credit

advantages of debit cards

consequences of debt default

attitude towards credit and spending

options for debt repayment

describe employee entitlements under:

Fair Work Act

equal opportunity legislation

Superannuation Act

Income Tax Assessment Act

Taxation Administration Regulations

describe how to find out about pay rates

explain how to establish and maintain a good credit history

explain the importance of saving money as a concept to assist and improve a life situation

outline insurance matters:

value of insurance

disclosure obligations

suitable insurance cover for personal income, trade tools, house, car and health

describe personal implications of taxation matters including:

role of the Australian Taxation Office and why tax is paid on income

personal tax liabilities and allowable deductions

tax rates

lodgement dates

awareness of goods and services tax (GST), pay as you go tax (PAYG), Australian business number (ABN), tax file number (TFN) and business activity statements (BAS)

explain principles of budgeting, cash flow and saving including:

role of credit and savings in establishing personal wealth

understanding of financial institutions and their savings, investment and credit products

describe personal financial aspects of:

bank accounts including savings, credit and investment

insurance cover for health, car, phone, warranty, tools, household and income protection

contracts including phones, data, tenancy and finance

explain superannuation matters including:

types of funds – retail versus industry

fund options – death or total and permanent disability (TPD) insurance

planning for the future

power of compound interest

superannuation guarantee

co-contributions

personal contributions

fees and charges

value of consolidating super funds

locating lost super.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial literacy field and include access to current information about personal financial matters.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSORG501 Develop and manage a budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to collect and analyse information and apply sound accounting principles to the development and ongoing management of a budget for a small organisation or section of a large organisation.

It applies to individuals who use a range of specialist and managerial techniques to plan, monitor and control budgetary work.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Organisational skills

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for and collect information for budget	1.1 Determine and confirm areas for which budget is being prepared with appropriate personnel, and identify, access and analyse data required for development of budget 1.2 Determine budget parameters with estimates based on research, consultation and negotiation with appropriate personnel 1.3 Consult relevant colleagues in budget planning process as required
2. Develop budget	2.1 Draft budget based on analysis of all available information in accordance with organisational policy 2.2 Identify and support income and expenditure estimates with reliable information and circulate draft budget for comment
3. Finalise budget and allocate resources	3.1 Provide final budget which incorporates agreed modifications to appropriate personnel 3.2 Inform personnel affected by budget of its limits and goals in their work area and clarify financial management and reporting responsibilities 3.3 Obtain agreement to budget priorities and allocate resources
4. Monitor and control budget	4.1 Check actual income and expenditure against budget at regular intervals, and prepare and present budget reports to appropriate personnel 4.2 Identify and respond to deviations, take appropriate action and advise relevant personnel on budget status
5. Complete financial and statistical reports	5.1 Complete all required financial and statistical reports accurately within designated timelines 5.2 Make appropriate recommendations about future financial planning 5.3 Provide clearly presented and accurate reports to appropriate personnel

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 4.1, 4.2	Extracts, analyses and monitors complex textual information from a range of sources to determine relevance, accuracy and compliance with organisational policy
Writing	1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1, 5.2, 5.3	Analyses and compiles numerical data and text information to convey specific information and recommendations accurately and effectively to others using clear and detailed language Demonstrates effective control of text types required by financial and statistical report conventions and documentation
Oral Communication	1.1 -1.3, 3.2, 3.3, 4.1, 4.2, 5.2	Participates in verbal exchanges of information, demonstrating control of a range of oral techniques to elicit the views and opinions of others and confirm understanding Clearly articulates requirements and outcomes using language, tone and pace appropriate to the audience and environment
Numeracy	1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.3	Interprets, analyses and uses numerically expressed data to effectively prepare, monitor, amend and present accurate budgetary information
Navigate the world of work	2.1, 3.2, 5.1	Works independently and collectively in making decisions about budge requirements in accordance with organisational policy
Interact with others	1.1-1.3, 2.2, 3.1, 3.2, 4.1, 5.3	Selects and uses appropriate conventions and protocols to gain and provide relevant budgetary information Plays a lead role in situations requiring effective collaborative skills, demonstrating high level negotiation skills and ability to gather information through consultation
Get the work done	1.1, 1.2, 2.1, 3.3, 4.1, 4.2, 5.1, 5.2	Accepts responsibility for planning and sequencing complex tasks and workload Applies systematic and analytical decision-making processes to make recommendations in complex and non-routine situations Uses digital technologies to access, extract and share relevant information to achieve required outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSORG501 Develop and manage a budget	FNSORG501A Develop and manage a budget	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSORG501 Develop and manage a budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and accurately interpret relevant data to develop and finalise a budget

consult effectively and negotiate outcomes with others on budgetary issues

accurately complete financial and statistical reports related to budgeting.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the evidence requirements safely and effectively, the individual must:

define basic accounting and financial services industry terminology

outline types of data required to develop the budget

explain accounting techniques relevant to budget preparation and maintenance

describe budgeting techniques and tools

describe organisational and industry policy and procedures related to budget development and management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the organisational skills field of work and include access to:

a range of common office equipment, technology, software and consumables

an integrated financial software system and data.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to use digital technology to undertake routine workplace tasks.

The unit applies to individuals at Australian Core Skills Framework (ACSF) level 3 who need to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Digital Technology

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to use digital technology	1.1 Identify routine workplace tasks 1.2 Identify appropriate digital technology for the task 1.3 Interpret routine workplace information and terminology
2. Complete routine workplace task	2.1 Interpret routine information from a range of sources to access and use digital technology 2.2 Follow workplace procedures to perform a task using technology 2.3 Review performance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	Takes responsibility for organising digital technology for the task
Oral Communication	Discusses tasks with supervisor, manager or mentor

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

identify and use digital technology appropriate to the task

complete routine workplace tasks.

Evidence must be collected using tasks typically found in the workplace.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

procedures for accessing and using digital technology.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of digital technology.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

FSKLRG09 Use strategies to respond to routine workplace problems

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to identify routine workplace problems and strategies to respond to the problems.

This unit applies to individuals who need learning skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Learning

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to respond to workplace problems	1.1 Identify routine workplace problems 1.2 Investigate a range of strategies for responding to workplace problems
2. Propose problem solving strategies	2.1 Identify a potential workplace problem 2.2 Identify factors contributing to the selected workplace problem 2.3 Propose appropriate problem solving strategies
3. Review problem solving strategies	3.1 Seek feedback from appropriate person 3.2 Record and review feedback 3.3 Revise strategies as appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	Records feedback from trainer or supervisor
Oral Communication	Discusses problem-solving strategies with trainer or supervisor
Problem Solving	Identifies problems and plans strategies for responding to them
Planning and Organising	Develops strategies to respond to problems

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKLRG09 Use strategies to respond to routine workplace problems

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

identify workplace problems

propose appropriate strategies to respond to problems

respond to feedback as appropriate

Evidence must be collected using routine workplace tasks.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

factors contributing to routine workplace problems

a range of strategies for problem solving

sources of advice and feedback.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

FSKLRG11 Use routine strategies for work-related learning

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to identify own learning goals and needs, and develop a formal learning plan to participate in a vocational or workplace learning environment.

The unit applies to individuals who need learning skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway and/or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Learning

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for learning	1.1 Identify work-related learning goals 1.2 Investigate a range of formal and informal learning pathways 1.3 Investigate a range of approaches to achieve goal 2.4 Identify potential barriers to learning
2. Use strategies for learning	2.1 Identify a preferred approach to achieving work-related learning goals 2.2 Identify strategies to address barriers to achieving learning goals 2.3 Propose routine learning strategies to achieve learning goal 2.4 Create and use a learning plan to implement strategies
3. Review own learning progress	3.1 Monitor progress against the plan 3.2 Seek feedback from an appropriate person 3.3 Identify areas for further learning and training

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	Interprets and evaluates information related to learning pathways
Oral Communication	Discusses progress with trainer/supervisor
Planning and Organising	Develops a learning plan

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKLRG11 Use routine strategies for work-related learning

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

develop a plan for own learning pathway

review own progress.

Evidence must be collected using typical work-related tasks.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

strategies for learning

own learning goals

education and training requirements for learning pathway options.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

FWPCOT3260 Recover four wheel drive vehicles

Modification History

Release	Comment
1	Replaces equivalent unit FPICOT3260 Recover four wheel drive vehicles, which was first released with FPI11 Forest and Forest Products Training Package Version 2. This is the first release of this unit in the new standards format.

Application

This unit of competency describes the outcomes required to use recovery equipment and advanced skills to recover four-wheel drive (4x4) vehicles in difficult terrain conditions.

The unit applies to those who recover 4x4 vehicles in a variety of work settings.

No licensing, legislative, regulatory, or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Forest Growing and Management

Harvesting and Haulage

Sawmilling and Processing

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.
1. Plan 4x4 recovery	1.1 Survey site to identify hazards, assess risks and select suitable strategy. 1.2 Select personal protective equipment appropriate to type of recovery operation. 1.3 Inform appropriate personnel of location. 1.4 Determine potential environmental impact of recovery.
2. Apply safe recovery method	2.1 Establish and maintain communications with appropriate personnel during recovery operations. 2.2 Determine recovery method based on the terrain conditions and circumstances. 2.3 Consider operating variables, define danger zone and apply strategies to reduce risk and environmental impact during recovery. 2.4 Determine the recovery equipment required and its availability. 2.5 Set up an exclusion zone. 2.6 Repair environmental damage where possible.
3. Use vehicle recovery equipment safely	3.1 Identify hazards and position recovery equipment safely. 3.2 Use safe operating procedures while using recovery equipment. 3.3 Use rated recovery equipment within limitations and capabilities.
4. Maintain vehicle recovery equipment	4.1 Carry out maintenance on recovery equipment. 4.2 Document equipment maintenance according to organisational procedures.

Foundation Skills

This section describes those core and employment skills that are essential to performance and are not explicit in the performance criteria.
Problem solving skills to:	consider and determine recovery options.

Range of Conditions

Not Applicable

Unit Mapping Information

FPICOT3260 Recover four-wheel drive vehicles

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

Assessment Requirements for FWPCOT3260 Recover four wheel drive vehicles

Modification History

Release	Comment
1	Replaces equivalent unit FWPCOT3260 Recover four wheel drive operations, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format. Assessment requirements now specify the performance and knowledge evidence, as well as assessment conditions for this unit of competency. These sections simplify and replace components used in the previous unit format, including ‘Required Skills and Knowledge, Evidence Guide and Range Statement

Performance Evidence

A person demonstrating competency in this unit must satisfy all of the elements, performance criteria and foundation skills of this unit. If a specific volume or frequency is not stated below, then evidence must be provided that the following requirements have been performed on at least one occasion:

safely and effectively recover a four wheel drive from varied situations

use a winch and a snatch block (2:1) in difficult terrain, using ground anchor points for both hard ground and soft sand

use one or more types of recovery equipment in a safe and efficient manner including devices and techniques for:

lifting

winching/towing

traction

support

protection

demonstrate one or more pulling techniques including:

complex and multi-line

straight pull

double pull

starting vehicle

taking towed object to a location

using a winch

communicate effectively and follow safe work practices

use and maintain relevant tools, machinery and equipment.

Knowledge Evidence

A person competent in this unit must be able to demonstrate knowledge of:

organisational policies and procedures, codes of practice and established safe practices for recovering a 4x4 vehicle

techniques for using jacks and other recovery equipment

factors affecting choice of recovery equipment and mode of recovery

issues to consider when defining danger zones

effect of suction on vehicles to identify mass weight needed for cable and winch capacity

hazards and safety issues associated with the use of jacks and recovery equipment

environmental impacts of 4x4 operation

established communication protocols

typical tools and equipment, and procedures for their safe use and maintenance

procedures for reporting and recording information

environmental protection requirements, including the safe disposal of waste material

environmental risks and hazards relevant to recovering 4x4 vehicles in difficult terrain conditions.

Assessment Conditions

The following resources must be made available:

four wheel drive to recover

varied terrains and conditions from which to recover vehicle

equipment required to recover a four wheel drive vehicle

relevant personnel for the purposes of communicating information

documents, spreadsheets and commonly used proforma documents

personal protective and safety equipment required for recovering a four wheel drive vehicle.

Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.

Assessor requirements

Assessors must:

hold the appropriate assessor competency standards as outlined in regulations; and

be able to demonstrate vocational competencies at least to the level being assessed; and

be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

FWPFGM3214 Operate a four wheel drive in a towing situation

Modification History

Release	Comment
1	Replaces equivalent unit FPIFGM3214 Operate a four wheel drive in a towing situation, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format.

Application

This unit of competency describes the outcomes required to tow and move an object using a four-wheel drive (4x4) vehicle on roads and varied terrain. This may include towing a trailer, vehicle or equipment as well as moving logs or other loads.

The unit applies to those who tow and move objects using a four wheel drive in forest environments and timber processing environments.

Licensing, legislative, regulatory, or certification requirements apply to this unit in some states & territories at the time of publication, and may differ according to jurisdiction.

Pre-requisite Unit

Nil

Unit Sector

Forest Growing and Management

Harvesting and Haulage

Sawmilling and Processing

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.
1. Prepare 4x4 for towing	1.1 Identify and follow WHS, environmental, legal and organisational requirements relevant to operating in a towing situation. 1.2 Identify type of object to be towed and determine a suitable towing arrangement. 1.3 Identify equipment requirements and techniques to carry out the towing job. 1.4 Identify potential hazards that may be experienced at the towing site and during the towing operation. 1.5 Assess the towing activity for safety, security of passengers, vehicles and property. 1.6 Check the 4x4 vehicle to ensure equipment is appropriate to conditions and operationally effective in line with manufacturer specifications.
2. Drive 4x4 towing a trailer	2.1 Identify hazards and risk-management strategies associated with towing a trailer. 2.2 Safely couple and uncouple the trailer. 2.3 Secure load onto trailer. 2.4 Apply risk-management strategies while 4x4 vehicle is in operation and towing a trailer. 2.5 Demonstrate driving forward, reversing a trailer uphill, around corners and in a straight line. 2.6 Use correct jack technique to change a trailer wheel. 2.7 Park and shut down 4x4 vehicle in line with manufacturer specifications and organisational requirements.
3. Drive 4x4 moving an attached object	3.1 Secure vehicle, equipment or object to be moved using appropriate recovery devices. 3.2 Apply risk-management strategies to a 4x4 vehicle moving an object. 3.3 Drive 4x4 and move attached object.
4. Perform post-towing tasks	4.1 Notify relevant personnel of trip completion. 4.2 Carry out maintenance on allocated vehicle. 4.3 Record and report activity in line with organisational procedures.

Foundation Skills

This section describes those core and employment skills that are essential to performance and are not explicit in the performance criteria.
Numeracy skills to:	measure, estimate and calculate time required to complete the task determine if vehicle has sufficient fuel for the task.
Initiative and enterprise skills to:	apply precautions and required action to minimise, control or eliminate hazards that can occur during work activities.
Problem-solving skills to:	identify faults and issues associated with towing a trailer and moving objects with a 4x4 vehicle, and identify solutions.

Range of Conditions

Not Applicable

Unit Mapping Information

FPIFGM3214 Operate a four wheel drive in a towing situation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

Assessment Requirements for FWPFGM3214 Operate a four wheel drive in a towing situation

Modification History

Release	Comment
Replaces equivalent unit FWPFGM3214 Operate a four wheel drive in a towing situation, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format. Assessment requirements now specify the performance and knowledge evidence, as well as assessment conditions for this unit of competency. These sections simplify and replace components used in the previous unit format, including ‘Required Skills and Knowledge, Evidence Guide and Range Statement

Performance Evidence

A person demonstrating competency in this unit must satisfy all of the elements, performance criteria and foundation skills of this unit. If a specific volume or frequency is not stated below, then evidence must be provided that the following requirements have been performed on at least one occasion:

follow applicable legal and regulatory requirements, and codes of practice relevant to operating a 4x4 vehicle towing a trailer or moving an object

couple and uncouple a trailer

safely couple and uncouple vehicles, equipment and objects using recovery equipment

operate a 4x4 in a towing situation

follow organisational policies and procedures relevant to operating a 4x4 in a towing situation

assess the safety of towing a trailer or object and consider risk management strategies including:

appropriate vehicle and trailer clearance

appropriate approach and departure angles

correct load management

controlled braking methods using electric brakes, no brakes, override brakes

adequate movement of the tow system

making adjustment for extra length and width of trailers, and their tendency to ‘cut in’ on corners and curves

making appropriate adjustment in braking distance to compensate for the combined extra weight of vehicle and trailer

driving vehicle to minimise trailer sway

engaging a lower gear when travelling downhill with a trailer to give greater vehicle control and reduce load on brakes

ensuring mirrors on both sides of towing vehicle are properly adjusted to give a clear view of vehicles approaching from the rear.

use and maintain relevant tools, machinery and equipment

Knowledge Evidence

A person competent in this unit must be able to demonstrate knowledge of:

applicable regulations, standards, codes of practice and established safe practices relevant to processes when towing a trailer or object

environmental risks and hazards, organisational and site standards, requirements, policies and procedures for towing a trailer or object including:

damage to vehicle

wet and iced terrain

flooded terrain

fire in vehicle

fire at the scene

faulty brakes

leaking fuel

faulty steering mechanism on vehicle

animals and objects in vehicle path

crocodiles and snakes in some areas

windy or foggy sections of terrain

steep slopes

land slides

tree limbs

black ice

trailers

logs, rocks and other unexpected obstacles

weather conditions

slippery surfaces

unsafe or damaged equipment

spilt or leaking fuel or dangerous or hazardous goods or substances

unsafe manual-lifting procedures

recovery devices suitable for towing including:

winches

ropes

cables

slings and straps

pullers

road rules, regulations, permit and licence requirements of the relevant state or territory

operational knowledge of 4x4 vehicle, including controls, instruments and indicators, and their use

4x4 driving and towing techniques

vehicle maintenance requirements

established communication channels and protocols

relevant personnel for the purposes of communicating information

vehicle problem identification and resolution strategies, and common vehicle fault-finding techniques

characteristics, applications, capabilities and limitations of a 4x4 vehicle while towing a trailer or object

tools and equipment used when setting up and securing an object for towing

typical problems that may occur when setting up and securing an object for towing, and how to resolve them

procedures for recording and reporting workplace information.

Assessment Conditions

The following resources must be made available:

manual or automatic or all wheel drive (AWD) four-wheel drive vehicle

trailer to tow

object to move

personal protective equipment required to operate a four wheel drive vehicle in a towing situation

relevant personnel for the purposes of communicating information

Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.

Assessor requirements

Assessors must:

hold the appropriate assessor competency standards as outlined in regulations; and

be able to demonstrate vocational competencies at least to the level being assessed; and

be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

HLTAHW023 Plan, develop and evaluate health promotion and community development programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to organise, deliver and evaluate a health promotion program to address identified needs in Aboriginal and/or Torres Strait Islander communities. This unit includes designing, structuring and evaluating the effectiveness of health promotion activities for Aboriginal or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan and research health promotion and community development programs	1.1 Consult community representatives and key people to identify community health needs and concerns 1.2 Assess information to identify key stakeholders, community health trends and ethical considerations 1.3 Undertake appropriate research and identify community development opportunities 1.4 Consider and respect community values and beliefs, gender roles and taboos in researching community health needs 1.5 Identify and access relevant existing resources (human, financial and physical) for use in health promotion and community development programs 1.6 Create a process for key representatives of the community and any related agencies or organisations to be consulted in the plan development 1.7 Ensure health promotion and programs have a holistic, culturally sensitive approach and support the community in taking a self-determination approach to health 1.8 Prepare proposals (or submissions) as required to address any additional resource requirements, including funding 1.9 Identify evaluation processes and criteria to be used for critiquing health promotion programs
2. Develop a health promotion and community development program	2.1 Develop health promotion strategies in partnership with key representatives of the community and any related agencies or organisations 2.2 Develop goals, actions and key performance indicators for health promotion and community development activities 2.3 Identify appropriate delivery strategies according to the needs of the target group, location and health issues 2.4 Provide relevant information to health services, work team and community 2.5 Access, adapt or develop resources (human, financial and physical) as required to suit the needs of the health issue, audience and program delivery context 2.6 Document plans for health promotion and community development according to organisational procedures and policies
3. Deliver a health promotion and community development program	3.1 Provide health care and community development programs to the community in ways that are consistent with Aboriginal and/or Torres Strait Islander community values and beliefs 3.2 Integrate and implement health screeningsand implement on own practice to enhance understanding work team and communityeeds, concerns and resource availability, surveillance and education activities into the programs, as appropriate 3.3 Provide information in plain language to clients about health problems common to their particular client group, using culturally appropriate and safe communication skills 3.4 Refer common health problems identified as part of the program to professionals and support services 3.5 Support clients and families in accessing health care services and associated benefits as required 3.6 Provide guidance, support and assistance to individuals and families coping with social and emotional issues according to identified needs and cultural protocols 3.7 Reflect on own practice to enhance understanding
4. Monitor and evaluate health promotion program	4.1 Evaluate health promotion and community development program against criteria that reflect identified community health objectives 4.2 Monitor and evaluate community health outcomes 4.3 Collect, document and interpret data to contribute to the evaluation of health programs 4.4 Seek to identify program strengths as well as areas for improvement as a basis for continual enhancement of health outcomes 4.5 Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health promotion and health services to the community 4.6 Seek feedback on program effectiveness and provide to community and organisational representatives 4.7 Prepare reports from data collected and provide to management in line with organisational guidelines 4.8 Maintain client and community confidentiality in line with organisational and community requirements 4.9 Support ongoing community development strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to adapt, develop and monitor financial resources in order to develop key performance indicators and corresponding measures in order to collect, analyse and report on numerical data collected

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned and delivered at least one primary health care promotion and community development program to Aboriginal and/or Torres Strait Islander communities, including:

- assessing community health needs

- identifying strategies, goals, activities and key performance indicators

- observing, obtaining and interpreting client information in relation to health issues, behaviour and health services

- developing a health promotion plan in consultation with key stakeholders

- preparing a proposal/submission for funding and resources

- ensuring the program addresses specific client and community needs for guidance, support and information

- ensuring delivery is consistent with community needs, values and beliefs

- communicating with and seeking feedback from clients, colleagues, community members and other agencies and negotiating with them as required

evaluated at least one health promotion and community development program against identified goals and performance criteria by:

- collecting feedback from community and staff implementing the program

- analysing feedback against identified goals and performance criteria

- reporting on outcomes of evaluation to community and the organisation

- identified areas for improvement in the program.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

basic understanding of community development theory

health promotion programs relevant to the area/region/community

social determinants that impact on health issues for the relevant community

The Ottawa Charter for Health Promotion

program planning cycle

familiarity with a range of conditions, diseases and disorders

effective strategies to monitor and manage identified health problems in line with community needs and sensitivities

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

- oral disease

impact of chronic conditions on major body organs and systems

groups at high risk of chronic condition

determinants of chronic condition, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

treatment and management of chronic conditions, including:

- working in collaboration with clients, family and significant others to promote self management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

regular screenings for changes in disease presentation and detection of other diseases

how to contact and access health and support services available in the region

linkages between conditions such as diabetes and eye health, nutrition and hearing, etc.

occupational health and safety practices and procedures relevant to the work

principles of adult education

evaluation methodology.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Performance Evidence

e candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least two simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal or written report of the incident

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation techniques

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty

principles and procedures for first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

fractures

febrile convulsions

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including strains and, sprains

stroke

unconsciousness

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

triangular bandages

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form for written reports

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Application

This unit describes the skills and knowledge required to provide an advanced first aid response, including management of the incident and other first aiders, until the arrival of medical or other assistance.

The unit applies to workers who may be required to provide, coordinate and manage a first aid response across a range of complex situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services 1.5 Deploy resources to appropriate locations as required in line with workplace procedures
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Coordinate first aid activities until arrival of medical assistance	3.1 Identify available resources required and establish communication links with appropriate personnel, emergency management services and medical assistance as appropriate 3.2 Deploy correct amount of required resources to appropriate locations in an effective manner to ensure timely arrival 3.3 Document the provision of resources and recommend modifications as required 3.4 Monitor the condition of casualties in accordance with first aid principles and workplace procedures 3.5 Coordinate evacuation of casualties according to relevant evacuation procedures 3.6 Arrange support services for personnel involved in the incident in accordance with relevant principles and procedures
4. Communicate details of the incident	4.1 Accurately convey incident details to emergency response services 4.2 Report details of incident in line with organisational policies 4.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
5. Evaluate the incident and own performance	5.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 5.2 Participate in debriefing to address individual needs 5.3 Evaluate management of the incident and develop an action plan in consultation with relevant parties 5.4 Review contingency planning to identify and select alternative management principles and procedures as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

performed at least 2 minutes of Bag-valve-mask ventilation and at least 2 minutes of compression during a two rescuer procedure on an adult resuscitation manikin placed on the floor

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed the prompts of a Automated External Defibrillator (AED)

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

conducted a visual and verbal secondary survey assessment of the casualty

assessed vital signs (respirations, pulse and temperature)

communicated effectively with a first aid team providing direction and coordination of other first aiders

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

conducted a basic triage for multiple casualty incident

envenomation (using pressure immobilisation)

fractures, sprains and strains (using arm slings, roller bandages or other appropriate immobilisation principles)

head, neck and spinal injuries (using immobilisation principles)

respiratory distress - including asthma

seizures - including epilepsy

shock

located and interpreted workplace policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC guidelines relevant to provision of CPR and first aid

guidelines of Australian national peak clinical bodies

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

capabilities of emergency management services

consent

duty of care requirements

importance of debriefing

own skills and limitations

legal requirements of administration of medication and the rights and responsibilities of the First Aider in the workplace regarding medication

privacy and confidentiality requirements

respectful behaviour towards a casualty

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

assessment and interpretation of vital signs, including respirations, temperature and pulse

chain of survival

how to conduct a visual and verbal secondary survey assessment of casualty

priorities of management in first aid when dealing with life-threatening conditions

procedures for dealing with casualties who are aged or infirmed

procedures for dealing with major and minor accidents in the workplace

procedures when providing first aid to children

standard precautions

principles and procedures for first aid management of the following scenarios, including complications:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns, including thermal, chemical, friction and electrical

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

drowning

emergency childbirth

envenomation

environmental impact including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

febrile convulsions

head, neck and spinal injuries

levels of consciousness

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

skin injuries

soft tissue musculoskeletal, including injuries including sprains, strains, dislocations and fractures

stroke

substance misuse, including common drugs and alcohol, including illicit drugs

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest, skeleton, joints and muscles

response/level of consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device.

bag-valve-mask

eye patch

placebo bronchodilator and spacer device

roller bandages

thermometer

triangular bandages

workplace first Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTFA211A Provide basic emergency life support

Modification History

HLT07 Version 4	HLT07 Version 5	Comments
HLTFA201B Provide basic emergency life support	HLTFA211A Provide basic emergency life support	Significant changes to Required Skills and Knowledge. Changes to Range Statement and some performance criteria. Evidence guide updated

Unit Descriptor

Descriptor	This unit of competency describes the skills and knowledge required to recognise and respond to life threatening emergencies using basic life support measures only

Application of the Unit

The skills and knowledge described here enable a first aider to provide an initial response to an emergency in line with practised actions, Australian Resuscitation Council (ARC) Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations.

Application should be contextualised as required to reflect workplace and community requirements relating to specific risks and hazards and associated injuries.

Training Package users should ensure that implementation is consistent with State/Territory requirements for currency.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Respond in an emergency situation	1.1 Recognise emergency situation and identify hazards to health and safety of self and others 1.2 Minimise immediate risk to self and casualty health and safety by controlling any hazard in accordance with work health and safety requirements 1.3 Assess casualty and identify injuries, illnesses and conditions 1.4 Assess the need for assistance
2. Apply identified first aid procedures	2.1 Reassure casualty in a caring and calm manner and make comfortable using available resources 2.2 Determine and explain relevant first aid procedures to provide comfort 2.3 Seek consent from casualty prior to applying first aid management 2.4 Respond to the casualty in a culturally aware, sensitive and respectful manner 2.5 Use identified first aid procedures as required in accordance with established first aid principles, ARC Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations 2.6 Use safe manual handling techniques as required
3. Communicate details of the incident	3.1 Request ambulance support and/or appropriate medical assistance according to circumstances 3.2 Accurately convey observation of casualty's condition and management activities to ambulance services/relieving personnel 3.3 Adopt a communication style to match the casualty's level of consciousness 3.4 Accurately assess and report details of casualty’s physical condition, changes in condition, management and responses to management in line with established procedures 3.5 Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4. Evaluate own performance	4.1 Seek feedback from appropriate clinical expert 4.2 Recognise the possible psychological impacts on rescuers of involvement in critical incidents 4.3 Participate in debriefing/evaluation to improve future response and address individual needs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes knowledge of: ARC guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations, including requirements for currency Awareness of stress management techniques and available support Basic anatomy and physiology relating to: absence of: normal breathing response/consciousness choking/airway obstruction severe bleeding shock Chain of survival Duty of care requirements First aid procedures for: airway management bleeding control care of unconscious casualty that is unresponsive/unconscious and not breathing normally chest pain infection control as it relates to standard precautions respiratory distress, including asthma severe allergic reaction shock How to access emergency response support services/personnel Need to be culturally aware, sensitive and respectful Own skills and limitations Privacy and confidentiality requirements Relevant workplace hazards Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to
Essential skills: It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes the ability to: Assess vital signs and response of casualty Call an ambulance and/or medical assistance, according to circumstances and report casualty's condition Demonstrate first aid casualty management principles: assess and minimise danger check for response maintain casualty's airway, breathing and circulation Demonstrate: consideration of the welfare of the casualty control of external bleeding correct procedures for CPR on a resuscitation manikin (i.e. as per units HLTCPR211A Perform CPR) implementation of standard precautions safe manual handling of casualty Identify and minimise hazards to health and safety of self and others in the immediate workplace or community environment Plan an appropriate first aid response in line with established first aid principles, ARC Guidelines and guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations and respond to contingencies in line with own skills Report details of emergency incident and first aid provided

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	The individual being assessed must provide evidence of specified essential knowledge and essential skills Competence should be demonstrated working individually and as part of a first aid team. Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of knowledge and skills is to be demonstrated in line with ARC Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations
Context and resources required for assessment:	For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with ARC Guidelines Demonstration of first aid procedures for severe bleeding must be demonstrated using standard precautions and first aid equipment including trauma dressings
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Related unit:	This unit stands alone and incorporates the content of unit HLTCPR211A Perform CPR

Range Statement

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Condition of the casualty must include, but is not limited to:	Severe bleeding Absence of: Response/conciousness Normal breathing Choking/airway obstruction Severe allergic reaction
Identified first aid procedures must include:	Airway management Cardiopulmonary Resuscitation (CPR) Control severe bleeding Provide assistance with self-administered medications, such as auto-injector, bronchodilator and space device in line with State/Territory legislation and regulations and and any available medical/pharmaceutical instructions Care of the unconscious person
Resources and equipment are used appropriate to the risk to be met and may include:	AED (if available) Auto-injector Bronchodilator and space device First aid kit Resuscitation mask or barrier
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Appropriate clinical expert may include:	Ambulance officer/paramedic Appropriately qualified health care professional

Unit Sector(s)

Not Applicable

HLTPOP402C Assess readiness for and effect behaviour change

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit recognises the importance of behaviour as a health determinant within the context of broader social determinants of health It aims to develop skills to analyse behaviour that impacts health and ways in which to reinforce or change them to promote health

Application of the Unit

Application	Working in compliance with relevant legislation and regulations within which the worker's organisation operates is essential

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify behaviour that impacts negatively on health and assess readiness for change	1.1 Demonstrate an understanding of social determinants of health and specific influences on individual's behaviour 1.2 Demonstrate an understanding of environmental factors that restrain change 1.3 Identify behavioural health determinants 1.4 Assess motivation, commitment and confidence levels to change attitudes, beliefs and behaviour in collaboration with other team members and or/ stakeholders 1.5 Reinforce positive beliefs and behaviour 1.6 Consider unintended consequences of desired behaviour and incorporate into the plan
2. Develop and implement plan for behaviour change	2.1 Factor into the plan the contribution existing organisations and infrastructure can make towards facilitating individual behaviour change 2.2 Fully explore the opportunity for collaborative partnerships to implement the plan 2.3 Identify pro-active strategies to support behavioural change based on behaviour change models, research available and consultations with experts and/or stakeholders 2.4 Document a plan and implement in consultation with the individual involved 2.5 Construct an evaluation plan/strategy in consultation with the individual involved
3. Monitor and review progress	3.1 Identify the most appropriate methods of data collection for recording behaviour 3.2 Collect, summarise and review data related to individual behaviour 3.3 Assess changes in behaviour in collaboration with the individual involved and other experts as may be necessary 3.4 Assess effectiveness of plan in collaboration with other experts and/or stakeholders 3.5 Publish and report results of behaviour change strategies in relevant form

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes knowledge of: Adult education principles Equity issues in population health Evidence-based practice National, State and local health policies, goals, targets and priorities Overview of the stages in population health project planning Quality assurance Relevant international charters/declarations and documents (e.g. Alma Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO) Social change and advocacy processes Social determinants of health The relationship between attitudes, knowledge and lifestyle factors and behaviour The relationship between individual behaviour and health outcomes Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases
Essential skills: It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes the ability to: Apply effective communication and interpersonal skills including: high level written or verbal negotiation and liaison consultation conflict resolution and mediation Apply analytical thinking, problem solving and critical appraisal Determine the impact of knowledge, values and environmental / cultural and lifestyle factors on behaviour Facilitate and contribute effectively to meetings, forums and other networks Identify individual behaviours that impact on health outcome Undertake work planning and management Work as part of a multi-disciplinary team and/or autonomously

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:	The individual being assessed must provide evidence of specified essential knowledge as well as skills Consideration should be given to assessing consistency of performance over a period of time
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit is most appropriately assessed in the classroom environment Assessment may contain a theoretical emphasis. Access to: a range of government and non government policy documents and reports and statistics journals, books and external expertise documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health organisation policies and procedures
Method of assessment may include:	Observation of performance Written tasks Interviewing and questioning Formal appraisal systems Staff client feedback Portfolio/CV Supporting statement of supervisors Evidence of relevant work experience/formal or informal learning Case studies and scenarios as a basis for the discussion of issues in facilitating learning and individual behaviour change

Range Statement

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Individual behaviours that influence health outcome may include:	Diet Physical activity Alcohol consumption Drug intake Stress mediating activities Smoking
Selected behaviour change models may include but are not restricted to:	Health belief model Behaviour change models Motivational change models Social cognitive model Theory of planned behaviour
Sources of information for the relationship between individual behaviour and health outcome may include:	Literature from population health and related disciplines such as published books, papers and reports Demographic data and information Socio-economic data and information Data and information from health research and health studies Expert informants National, state and local health policy documents and implementation guidelines
Organisations may include	Divisions of population health or public health units Community health services Specific programs Local government services Aboriginal health Services Non government health promotion programs e.g. Cancer Council, Heart Foundation, Asthma Association
Infrastructure may include:	Transport routes Recreational facilities
A range of resources may include:	Print Electronic resources Workshops
Contextual influences on individual health may include the following:	Socioeconomic status Age Education level Ethnic background Geographical location Disability Sexual identity Early childhood experience and environment Housing security Access to transport Employment status

Unit Sector(s)

Not Applicable

HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Follow safe work practices	1.1 Follow workplace policies and procedures for safe work practices 1.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures 1.3 Follow workplace emergency procedures
2. Implement safe work practices	2.1 Identify and implement WHS procedures and work instructions 2.2 Identify and report incidents and injuries to designated persons according to workplace procedures 2.3 Take actions to maintain safe housekeeping practices in own work area
3. Contribute to safe work practices in the workplace	3.1 Raise WHS issues with designated persons according to organisational procedures 3.2 Participate in workplace safety meetings, inspections and consultative activities 3.3 Contribute to the development and implementation of safe workplace policies and procedures in own work area
4. Reflect on own safe work practices	4.1 Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work area 4.2 Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and safety instructions The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

contributed to a WHS meeting or inspection in workplace

conducted a workplace risk assessment and recorded the results

consistently applied workplace safety procedures in the day-to-day work activities required by the job role

followed workplace procedures for reporting hazards

followed workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of employers and workers, including duty of care

hazardous manual tasks

infection control

safety signs and their meanings, including signs for:

dangerous goods classifications

emergency equipment

personal protective equipment (PPE)

specific hazards such as sharps, radiation

hazard identification, including:

definition of a hazard

common workplace hazards relevant to the industry setting

workplace procedures for hazard identification

workplace emergency procedures

workplace policies and procedures for WHS

Assessment Conditions

Skills must be demonstrated:

in the workplace

OR

in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment must ensure use of:

current workplace policies and procedures for WHS

PPE relevant to the workplace and job role of the worker

In addition, assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Application

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Contribute to workplace procedures for identifying hazards and controlling risks	1.1 Identify existing and potential hazards and record them according to workplace procedures 1.2 Contribute to the development of strategies for implementing risk controls in line with workplace procedures and policies 1.3 Implement risk controls in line with the hierarchy of risk control and workplace and legislative requirements 1.4 Identify and report issues with risk controls, including residual risk, in line with workplace and legislative requirements
2. Implement policies and procedures into work team processes	2.1 Regularly provide information about WHS policies and procedures to the work team 2.2 Provide information about identified hazards and the outcomes of risk assessment and risk controls to the work team 2.3 Monitor housekeeping practices to ensure that WHS policies and procedures are followed 2.4 Maintain WHS incident records in the work area according to workplace procedures and legislative requirements
3. Support consultation, cooperation and communication	3.1 Support workplace consultative procedures by encouraging work team participation in consultative activities 3.2 Report health and safety issues in line with workplace procedures and legislative requirements 3.3 Encourage and assist work team members to contribute to WHS

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and complete a workplace incident report in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

strategies for minimising risk, and

analysis of residual risk

provided WHS information to at least two workers, including:

explanation of WHS policies and procedures

demonstration of safe housekeeping practices

correct use of personal protective equipment (PPE)

consistently monitored safety procedures in the day-to-day work activities required by the job role

completed a workplace incident report

followed workplace procedures for a simulated emergency situation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

regulatory requirements relevant to the particular industry/type of work site

hazardous manual tasks

infection control

Hazards common to the work environment and how they cause harm

Principles of hazards and risk assessment, including:

hazard identification procedures

risk assessment process

residual risk

risk controls

hierarchy of control

Workplace emergency procedures

Workplace policies and procedures for WHS.

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

current workplace policies and procedures for WHS.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Application

This unit describes the skills and knowledge required to establish, maintain and evaluate work health and safety (WHS) policies, procedures and programs in the relevant work area, according to WHS legislative requirements.

This unit applies to workers who have responsibility for WHS as part of their role, including workers with obligations under WHS legislation, persons conducting a business or undertaking (PCBUs), or their officers (as defined by relevant legislation).

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish work health and safety practices	1.1 Access and interpret legislation, regulations, code of conduct and workplace policies and procedures for WHS 1.2 Develop procedures for ongoing hazard identification, and assessment and control of associated risks 1.3 Ensure risk controls and hazard-specific procedures are consistent with the hierarchy of control and are monitored to support compliance with legislative and regulatory requirements 1.4 Identify requirements for expert WHS advice, and request this advice as required
2. Facilitate consultation, cooperation and communication	2.1 Develop and provide consultative WHS activities to provide advice in relation to work health and safety issues 2.2 Monitor processes for ensuring that workers have an opportunity to contribute feedback on health and safety issues 2.3 Document outcomes of consultation and communicate to workers 2.4 Develop and implement processes to ensure that responsibilities and duties are documented and accountability processes are in place 2.5 Implement and monitor training programs to ensure identified WHS training requirements are addressed, including induction process
3. Monitor compliance with risk control processes	3.1 Develop WHS record-keeping policies and procedures and provide information to workers 3.2 Monitor hazard, incident and injury reporting processes to meet legislative requirements and to inform future prevention strategies 3.3 Evaluate WHS record-keeping policies and procedures for compliance with legislative requirements
4. Evaluate and maintain WHS	4.1 Determine WHS priorities in consultation with work group 4.2 Develop a WHS action plan taking account of priorities and training needs 4.3 Identify potential barriers to improvement 4.4 Establish processes to monitor achievement against the plan and update plans as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and develop a WHS action plan in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

evaluation of policy/procedure in line with state/territory legislation and industry guidelines

development of risk controls and measures

conducted the following consultative activities with at least two workers:

information session about workplace policies and procedures, including demonstration of personal protective equipment (PPE) where required for the job role

consultative discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process

monitored workplace compliance with WHS procedures

developed a WHS action plan, including strategies for monitoring and review

coordinated workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must demonstrate knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

due diligence and general duty requirements

regulatory requirements relevant to the particular industry/type of work site

legislative requirements for consultation

hazardous manual tasks

infection control

hazards common to the work environment and strategies for minimisation

requirements for WHS policies, including:

hazard, incident and injury reporting

hazard identification, risk assessment and control

human resources policies and procedures

consultation and participation

incident investigation and record-keeping

quality system documentation

designated person/s for raising issues

workplace support services

use of personal protective equipment (PPE)

emergency procedures

principles of hazard and risk management, including:

risk analysis

hazard identification procedures

hierarchy of control and its application

principles of risk assessment

examples of health and safety benchmarks

principles of safe design processes

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

In addition, assessment must ensure use of:

current workplace policies and procedures for WHS

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

ICTDBS409 Monitor and administer a database

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage databases including start up, operation, testing, monitoring and maintenance, in accordance with organisational requirements.

It applies to individuals employed as database support staff who are required to maintain a database, monitor its performance and access, as well as to administer its security.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Database

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Start up a database	1.1 Configure the system for a database start-up 1.2 Monitor the database start-up and operation for irregularities
2. Manage the database	2.1 Take action to ensure that a data dictionary has been compiled and that data structures are in place 2.2 Maintain data integrity constraints, according to business requirements 2.3 Create and design indexes, and multiple-field keys, according to business requirements 2.4 Monitor the locking options chosen for the database 2.5 Confirm that recent backups of the database have been stored, and that backups can be retrieved as a full working copy 2.6 Monitor data storage space for ongoing viability, and resize as needed 2.7 Update the data according to organisational guidelines
3. Manage database access	3.1 Allocate or remove access privileges according to user status 3.2 Monitor network server log-in log file for illegal log-in attempts, or for security breaches 3.3 Manage system resources in the context of database administration
4. Document database maintenance tasks	4.1 Document changes to database start-up procedures 4.2 Itemise database management structures 4.3 File authorisations for access changes 4.4 Detail the procedures for monitoring log files 4.5 Record the procedures to manage systems resources

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.5, 3.2	Analyses textual information to determine start-up and operation irregularities
Writing	2.7, 4.1, 4.2, 4.4, 4.5	Uses appropriate language and required format for updating data, and presenting information in technical and business documents
Oral Communication	2.5, 3.1	Uses active listening and questioning skills when determining status of periodic tasks and activities
Navigate the world of work	2.7	Follows organisational requirements for updating data
Get the work done	All	Monitors actions against stated goals during compilation of data dictionary and data structures, and when managing a database, according to business requirements Uses a formal decision-making process, setting or clarifying goals, gathering information, and identifying, and evaluating several choices against a limited set of criteria Understands key principles and concepts underpinning the design, and operation of digital systems and tools

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTDBS409 Monitor and administer a database	ICADBS409A Monitor and administer a database	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTDBS409 Monitor and administer a database

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

configure a database start-up

confirm data integrity

monitor data storage requirements for database

update data

update database access.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline backup and recovery methodologies

explain the architectural design of relational databases

explain the concept of database security

outline the process involved in the selection and use of appropriate database management tools

explain the principles of structured query language (SQL)

outline the tasks involved in database administration

outline the tuning methodologies.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the database field of work, and include access to:

industry software packages

a live database, preferably on a local area network (LAN) on which there is a server that offers log-in functionality.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTICT103 Use, communicate and search securely on the internet

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to connect to the internet, securely send and receive emails, search the internet using web browsers and interact securely and in a socially responsible manner with a range of different internet sites.

It applies to individuals who use business technology to perform a range of routine tasks in the workplace or home office with limited responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Connect to and access the internet	1.1 Connect to internet via existing internet connection and confirm functionality 1.2 Open internet browser and set home page of personal choice by setting internet options 1.3 Ensure internet browser software security 1.4 Adjust display of the internet browser to suit personal requirements 1.5 Modify toolbar to meet user and internet browser needs 1.6 Access a particular website, note privacy and other conditions of use, and retrieve data 1.7 Use socially responsible behaviour when sharing information on the internet 1.8 Enter uniform resource locator (URL) in address line of internet browser
2. Use email for communications	2.1 Open email application package, create new email message and add addressees 2.2 Compose text of an email message according to organisational guidelines, and spell check and edit text as required 2.3 Create and add an automatic signature for the user 2.4 Attach files to email message where required 2.5 Determine and set priority and send email message 2.6 Reply to and forward a received message using available features 2.7 Open and save an attachment to the relevant folder 2.8 Search for, sort and save email message using available settings 2.9 Adjust email accounts to restrict and quarantine possible email security problems 2.10 Print email message as required
3. Search the internet	3.1 Review organisational guidelines on internet access 3.2 Open internet application and locate and access a search engine on the internet, and define search expressions based on data required 3.3 Enter appropriate key words into the search engine to locate desired information 3.4 Refine a search depending on outcomes of original search 3.5 Save search expression results and present them in a report according to information requirements 3.6 Create a bookmark within the internet browser or a link for the required web page for the key results 3.7 Save key results in a bookmark folder 3.8 Modify internet browser options for printing and print a web page 3.9 Close internet browser
4. Access and use consumer specific sites on the internet	4.1 Identify, access and review information specific sites to gain consumer information 4.2 Identify and use internet application sites to lodge details and gain access and information 4.3 Access and use online forms on the internet
5. Undertake online transactions	5.1 Access online transaction site 5.2 Ensure security of transaction site 5.3 Enter required information into fields on merchant's website 5.4 Ensure pop-up dialog boxes, prompts or feedback mechanisms are completed 5.5 Enter, check and make changes to preferred transaction options 5.6 Complete online transaction 5.7 Record and archive receipts according to business processes 5.8 Close down and leave transaction process
6. Conduct an advanced search	6.1 Use search tools and advanced search features 6.2 Use Boolean search techniques when required to enhance the search 6.3 Use multiple or meta-search tools with a range of key words 6.4 Use search engines particular to a field of knowledge to refine the outcome 6.5 Access related virtual community sites and newsgroups, and note their objectives and operational arrangements 6.6 Conduct a search with domain names to refine the search
7. Use information that has been located	7.1 Cross reference information found by using several websites to determine accuracy of information 7.2 Check date that website was last updated or properties of website to determine currency of information 7.3 Determine website authority by looking at copyright statements, privacy statements and organisational information 7.4 Save and print information found in different file forms

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 1.6, 2.1, 2.6-2.8, 3.1, 3.2, 4.1-4.3, 5.1, 5.2, 5.4, 5.5, 6.5, 7.1-7.3	Interprets textual information and instructions to efficiently undertake the task
Writing	2.1-2.3, 3.5, 5.3, 5.4, 5.7	Uses required format to accurately enter information specific to requirements Composes short and specific messages using format, grammar and language appropriate to audience
Navigate the world of work	1.7	Understands main responsibilities and boundaries of own role
Get the work done	1.1-1.8, 2.1, 2.3-2.10, 3.2-3.9, 4.1-4.3, 5.1-5.8, 6.1-6.6, 7.4	Plans routine tasks with familiar goals and outcomes, taking limited responsibility for decisions regarding sequencing Understands the purpose and specific functions of common digital tools used in work contexts Recognises and responds to common operational problems when using web browsers Takes responsibility for routine low-impact decisions within familiar situations Implements basic security requirements related to own tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTICT103 Use, communicate and search securely on the internet	ICAICT103A Use, communicate and search securely on the internet	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT103 Use, communicate and search securely on the internet

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

connect to and access the internet

send and receive emails

secure internet access and email communications

use search tools to locate information

use different internet search techniques

research and select appropriate website

undertake online transactions

assess the accuracy, currency, authority and reliability of the site and information located.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must :

list basic technical terminology related to reading help files and prompts

describe the basics of copyright and privacy statements

explain different types of messages that occur, including error messages and messages to install plug-ins

list different types of search engines and web browsers

list procedures for using email applications

list procedures for evaluating and assessing the authority, reliability and authenticity of information

outline internet search functions

describe internet speed and traffic loads related to times of accessing the internet

describe the makeup and structure of internet addresses

list organisational guidelines on internet and email use (web etiquette or netiquette)

describe business process related to online transactions

describe web browser update techniques

explain what key words and bookmarks are used for.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the general information and communications technology (ICT) industry, and include access to:

a personal computer or digital device with internet

search engines currently used in industry

organisational policies on internet usage.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTICT203 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, select and operate three commercial software packages, including a word-processing and a spreadsheet application package.

It applies to individuals who utilise different software applications within a small to large office environment to produce diverse documents.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use appropriate workplace health and safety (WHS) office work practices	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed 1.2 Use wrist rests and document holders where appropriate 1.3 Use monitor anti-glare and radiation reduction screens where appropriate
2. Use appropriate word-processing software	2.1 Select word-processing software appropriate to perform activity 2.2 Identify document purpose, audience and presentation requirements, and clarify with personnel as required 2.3 Identify organisational requirements for text-based business documents, and design document structure and layout to ensure consistency of style and image 2.4 Match document requirements with software functions to provide efficient production of documents 2.5 Use technical functions, other data and formatting to finalise documents 2.6 Ensure the naming and storing of documents in appropriate directories or folders and the printing of documents to the required specifications
3. Use appropriate spreadsheet software	3.1 Select spreadsheet software appropriate to perform activity 3.2 Identify document purpose, audience and presentation requirements, and clarify with personnel as required 3.3 Enter simple formulas and functions using cell referencing where required 3.4 Customise spreadsheet settings to meet requirements 3.5 Ensure the naming and storing of documents in appropriate directories or folders and the printing of documents to the required specifications
4. Use a third application software package	4.1 Select software application package appropriate to perform activity 4.2 Identify purpose, audience and presentation requirements, and clarify with personnel as required 4.3 Use technical functions, other data and formatting to finalise documents 4.4 Ensure documents are named and stored in appropriate directories or folders and printed to required specifications

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2-2.5, 3.2-3.4, 4.2, 4.3	Recognises and interprets textual information to determine organisational standards and job requirements Interprets and comprehends symbols, icons and text associated with applications software
Writing	2.3-2.6, 3.3- 3.5, 4.3, 4.4	Enters both written and verbally received information and data into a format suitable for the software application Selects vocabulary, syntax, terminology, labelling and naming conventions suitable for the program
Oral Communication	2.2, 2.3, 3.2, 4.2	Uses simple, relevant language, effective questioning, and active listening techniques to clarify work requirements
Numeracy	3.2-3.4	Adds, subtracts, multiplies and divides whole numbers and decimals, identifying and selecting the correct formulas and functions to use Applies the order of operations in calculations
Navigate the world of work	1.1	Takes some personal responsibility for adherence to legal and regulatory requirements
Get the work done	1.2, 1.3, 2.1-2.6, 3.1-3.5, 4.1-4.4	Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Understands purposes, specific functions and key features of common digital systems and tools, and operates them effectively to complete routine tasks, adapting some functions to improve personal efficiency Plans routine tasks with familiar goals and outcomes, taking some limited responsibility for decisions regarding sequencing

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTICT203 Operate application software packages	ICAICT203A Operate application software packages	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT203 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce workplace documents using a minimum of three different software application packages

open, amend and save files and documents according to organisational requirements

apply workplace health and safety (WHS) principles and responsibilities for ergonomics, such as work periods and breaks

use help manuals and online help.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify application software packages used by the organisation and list the purpose of each

explain basic technical terminology related to reading help files and responding to system help prompts

outline current business practices related to using software to prepare reports

list features and functions of commercial computing packages

describe import and export software functions

describe the process of linking documents

outline WHS principles and responsibilities for ergonomics, such as work periods and breaks

explain the purpose of input and output devices.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the general information and communications technology (ICT) industry, and include access to:

a personal computer (PC) and printer

software currently used in industry

documents detailing organisational style guide and policy

documents or information containing data suitable for developing software application documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTICT308 Use advanced features of computer applications

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to use computer applications employing advanced features. It involves manipulating data and accessing support resources to solve routine problems.

It applies to individuals who have achieved a degree of autonomy as advanced information and communications technology (ICT) users, and support information technology activities in software applications.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manipulate data	1.1 Employ advanced features of applications in the preparation and presentation of data 1.2 Transfer data between applications, linking and embedding related data files as required 1.3 Create and employ objects, macros and templates for routine activities 1.4 Use shortcuts and features to increase personal productivity
2. Access and use support resources	2.1 Solve routine problems using support resources 2.2 Use online help to overcome difficulties with applications 2.3 Solve problems with manuals and training booklets 2.4 Access and apply technical support for system problems, using troubleshooting results and alert messages

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1-2.4	Identifies and interprets a variety of hard copy, online and software generated technical information containing software specific language, syntax and code to apply features and functions of applications to their fullest extent and to solve problems
Oral Communication	2.1, 2.4	Discusses and resolves problems using technical terms and language, and effective listening and questioning techniques
Get the work done	1.1-1.4, 2.1- 2.4	Understands key principles and concepts underpinning the design and operation of digital systems and tools, and applies these when troubleshooting existing technology

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTICT308 Use advanced features of computer applications	ICAICT308A Use advanced features of computer applications	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT308 Use advanced features of computer applications

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use at least three computer applications employing advanced features and import and export capacities for efficiency and productivity purposes

solve routine problems using support resources.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the basic features and functions of relevant operating systems software and system tools

outline relevant vendor product directions in computer applications

identify commonly available vendor applications and their features.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the general information and communications technology (ICT) industry, and include access to:

a site where advanced features of computer applications may be used

computer applications currently used in industry

documents or information containing data suitable to demonstrate advanced features of computer applications

support resources, including online, manuals and training booklets.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTWEB201 Use social media tools for collaboration and engagement

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish a social networking presence, using social media tools and applications. It includes the requirement to review, compare, and use different types of social networking tools and applications.

It applies to information and communications technology (ICT) personnel who need to develop a social networking web presence for a small or large office environment, using social media tools and applications.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Web

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Describe the different types of social media tools and applications	1.1 Explain the characteristics of the term ‘social media’ 1.2 Identify different types of social-media tools and applications 1.3 Illustrate some of the issues associated with the use of social media tools and applications
2. Compare different types of social media tools and applications	2.1 Select one social media type to review 2.2 Review the most popular tools, and applications, within that social media type 2.3 Itemise the benefits across a range of the most popular tools and applications 2.4 Select the most appropriate social media tool or application
3. Set up and use, popular social media tools and applications	3.1 Identify the social media tools and applications available for possible implementation 3.2 Initiate the preferred social media tools, and applications, for use 3.3 Establish the social media interface, using text and file content 3.4 Initiate social networking interaction 3.5 Test and evaluate tools, and applications, for ease of use 3.6 Present the findings

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.2	Extract the relevant information from technical and organisational documents
Writing	1.1, 2.2, 2.3, 3.3, 3.4, 3.6	Develop the content in a manner that supports and conveys information, using the appropriate structures and specialised language
Navigate the world of work	1.3	Understands legal and ethical responsibilities, regarding the use of social media tools
Get the work done	2.1, 2.2, 2.4, 3.1, 3.2, 3.5, 3.6	Makes routine decisions and implements standard procedures for routine tasks Understands the purposes, specific functions, and the key features of common digital systems and tools, and operates them effectively to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTWEB201 Use social media tools for collaboration and engagement	ICAWEB201A Use social media tools for collaboration and engagement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTWEB201 Use social media tools for collaboration and engagement

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify different types of social media tools and applications, and the issues associated with their use

access the internet, set up a social networking presence and upload and link a wide variety of files

use and evaluate social media tools and applications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list basic technical terminology in relation to social networking, social media applications, and tools

outline basic methods of uploading images, text files, portable document format (PDF) files, audio files, video files, and link the associated files

state the features, and functions, of social media applications

list import and export software functions

explain how to link documents

explain the process of tagging, in order to facilitate collaborative folksonomy

list social media applications and procedures, for connecting to social networking sites

identify and describe, input and output devices

describe, and use, really simple syndication (RSS) feeds to connect a social network.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the website technologies field of work, and include access to:

a personal computer (PC) and printer

the internet

social-media tools and applications

online instructional documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

MARO003 Transmit and receive information by the global maritime distress and safety system

Modification History

Release 2. Change to RoC to include current terminology Mapping information has been corrected.

Release 1. New unit of competency.

Application

This unit involves the skills and knowledge required to transmit and receive information by global maritime distress and safety system (GMDSS) subsystems and equipment.

This unit applies to those in charge of or performing radio duties on a ship required to participate in the GMDSS.

This unit has links to legislative and certification requirements.

Pre-requisite Unit

Not applicable.

Competency Field

O – Watchkeeping

Unit Sector

Not applicable.

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Operate GMDSS subsystems and equipment to send and receive messages	1.1	GMDSS communication equipment is operated to send and receive various types of signals according to manufacturer instructions, established GMDSS procedures and regulatory requirements
1.2	GMDSS procedures appropriate for the sea area concerned are correctly applied according to regulatory requirements
1.3	Regulations and procedures applicable to vessel stations equipped with GMDSS communication equipment and digital selective calling facilities are applied during radio communication
1.4	Work health and safety/occupational health and safety (WHS/OHS) procedures and hazard control strategies are applied when operating radio equipment according to vessel International Management Code for the Safe Operation of Ships and for Pollution Prevention (ISM) Code safety management system
2	Maintain radio equipment	2.1	Routine maintenance checks are conducted on GMDSS equipment according to manufacturer specifications and organisational procedures
2.2	Out-of-specification performance and faults are investigated using fault finding techniques
2.3	Identified faults and defective equipment and component parts are rectified or replaced according to manufacturer specifications and organisational procedures
3	Provide radio services during emergencies	3.1	Emergencies are correctly identified according to organisational procedures
3.2	Organisational procedures are conformed with when taking initial action on becoming aware of an emergency or abnormal situation
3.3	Communications are established with others using GMDSS communication equipment to facilitate the emergency response process
3.4	Contact is maintained at all times with others to keep them briefed on the emergency response process
3.5	Radio procedures as defined in the international and national radio regulations and safety of life at sea (SOLAS) convention and the IAMSAR Manual are applied during the emergency
4	Maintain records	4.1	Records are completed and maintained as required according to regulatory and organisational requirements
4.2	Relevant records are sent to appropriate bodies and copies are filed according to regulatory and organisational requirements
4.3	Documents are stored according to regulatory and organisational requirements

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Range is restricted to essential operating conditions and any other variables essential to the work environment.
GMDSS communication equipment must include:	antennas batteries digital selective calling (DSC) equipment electrical and radio cable connections electrical fuses emergency position indicating radio beacon (EPIRB) enhanced group calling (EGC) receiver medium frequency/high frequency (MF/HF) equipment Narrow Band Direct Printing (NBDP) navigational telex (NAVTEX) receiver search and rescue radar transponder r (RADAR-SART) very high frequency (VHF) equipment AIS search and rescue transmitter (AIS-SART)
Regulations must include:	IMO STCW 95 Code concerning radio communication Australian Maritime Safety Authority (AMSA) Marine Orders SOLAS Convention Chapter IV ITU Radio Regulations
Routine maintenance checks must include:	battery checks including specific gravity equipment testing
Emergencies include one or more of the following:	abandon ship assisting vessels in distress fire on board ship partial or full breakdown of radio installations rescuing persons from the water
Records include one of the following:	radio communication log records of radio communication

Unit Mapping Information

This unit replaces and is equivalent to MARO5002A Transmit and receive information by the Global Maritime Distress and Safety System.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=772efb7b-4cce-47fe-9bbd-ee3b1d1eb4c2

Assessment Requirements for MARO003 Transmit and receive information by the global maritime distress and safety system

Modification History

Release 2. Change to Performance Evidence (PE) and Knowledge Evidence (KE) to include current terminology. Clarification of guidance information in PE, KE and Assessment Conditions.

Release 1. New unit of competency.

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions on at least one occasion and include:
applying work health and safety/occupational health and safety (WHS/OHS) procedures when operating GMDSS subsystems and equipment communicating effectively with others when using GMDSS subsystems and equipment conducting operational checks on GMDSS subsystems and equipment keeping records of radio communications operating GMDSS subsystems and equipment according to manufacturer instructions reading and interpreting instructions for the use of GMDSS subsystems and equipment recognising typical faults with GMDSS subsystems and equipment, and taking appropriate action using the international phonetic alphabet and figure code.

Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions and include knowledge of:
basic principles and features of marine radio communications including: correct use of frequencies, frequency bands and modes of emission frequencies for routine call and reply distress, urgency and safety communication definition of coverage and sea areas for digital selective calling (DSC) radio calling, replying and relaying procedures purpose of silence periods when operating radio equipment limitations on the performance of different types of marine radio equipment purpose for and procedures for the monitoring of calling and working frequencies methods of communicating vessel position different types of marine radio equipment, their features, applications, operating characteristics and operating procedures hazards associated with radio transmission and the repair and maintenance of radio equipment and related hazard control measures international and national radio regulations applicable to mobile marine communication maintenance strategies and requirements for GMDSS equipment as defined in the International Convention for the Safety of Life at Sea (SOLAS)and Radio Regulations and STCW means to prevent the transmission of false distress alerts operational checks including checking radio performance; testing fuses; measuring capacity of batteries and the specific gravity of the electrolyte; measuring on and off load voltage principles of radio propagation including: basic propagation mechanisms at LF, MF, HF and VHF maximum usable frequency (MUF) optimum working frequency (OWF) frequency bands classes of emission duplex, simplex paired frequencies and ITU channels procedures for: keeping records of radio communication transmitting and decoding the international phonetic alphabet and figure code using various GMDSS systems and services including Inmarsat services (B, C, M); enhanced group calling system (EGC); MF/HF radio with NBDP; DSC facilities and usage; EGC receiver; maritime safety information (MSI) services; navigational telex (NAVTEX) system; SafetyNET system prohibitions on connecting non-GMDSS equipment to reserve source of supply radio communication problems and appropriate actions and solutions radio equipment faults, defects and related fault finding techniques requirements of ship reporting systems types, applications and features of basic antenna systems used in marine radio communications use of radio medical services.

Assessment Conditions

Assessors must satisfy National Vocational Education and Training Regulator (NVR)/Australian Quality Training Framework (AQTF) assessor requirements.

Assessment must satisfy the National Vocational Education and Training Regulator (NVR)/Australian Quality Training Framework (AQTF) standards.

Assessment must occur in workplace operational situations where it is appropriate to do so; where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Resources for assessment must include access to:

tools, equipment, machinery, materials and personal protective equipment currently used in industry

applicable documentation such as legislation, regulations, codes of practice, workplace procedures and operational manuals

range of relevant exercises, case studies and/or simulations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=772efb7b-4cce-47fe-9bbd-ee3b1d1eb4c2

MEM50008 Carry out trip preparation and planning

Modification History

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to plan and prepare for a safe boating trip and includes maintenance of the boat and safety equipment as well as mooring and berthing apparatus.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies specifically to mechanical powered recreational boats, including personal watercraft. However, it is recognised that some aspects of this competency apply to any recreational vessel.

Where general operational checks and basic assessment of the condition of a vessel are required units MEM50006 Check operational capability of marine craft and MEM50007 Check operational capability of sails and sail operating equipment should be selected as appropriate.

Unit MEM50009 Safely operate a mechanically powered recreational boat and unit MEM50010 Respond to boating emergencies and incidents are the other two NMSC core units.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	E

Unit Weight:	0

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Maintain the boat and safety equipment	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Ensure boat is maintained/serviced on a regular basis
1.4	Ensure safety equipment complies with relevant legislation
1.5	Identify location of safety equipment ensuring it is serviceable and accessible, and stowed securely and appropriately
2	Maintain mooring and berthing apparatus	2.1	Maintain/service mooring and berthing apparatus on a regular basis
2.2	Ensure mooring apparatus is appropriate to the vessel and location
3	Plan trip	3.1	Check weather conditions, vessel and personnel for suitability for planned trip
3.2	Ensure trip activity plan takes into account area and type of operation and emergency contact
3.3	Carry out adequate provisions, including fuel, for trip
3.4	Communicate trip details to appropriate person
3.5	Check to ensure the number of passengers does not exceed boat design limitations and/or legislative requirements
3.6	Check to ensure equipment, stores and personal items are securely stowed and do not adversely affects the boat's stability
3.7	Conduct pre-start checks on equipment operation
3.8	Inform appropriate person of safe return from the activity

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Safety equipment includes the following:	life jackets bailers dinghy/life raft paddles/oars bilge pumps bucket and line first aid kit fire extinguisher distress signalling equipment marine radio waterproof torch charts anchor/sea anchor lifebuoy compass sound signal drinking water towing harness isolating switches tow rope local emergency procedures book sounding equipment emergency position-indicating radio beacon (EPIRB) global positioning system (GPS) divers flag suitable clothing alternative means of propulsion
Maintaining/servicing mooring and berthing apparatus includes the following:	appropriateness of mooring/berthing regularity of checks services by recognised contractor serviceable mooring and berthing lines, fenders, anchors and ground tackle
Weather conditions include the following:	current forecast wind latest weather and conditions information source of weather information tides (flood and ebb tides) rips and bars wave height visibility day/night
Area and type of operation includes the following:	hazards local knowledge rules and protocols events emergency response access and exit points safe havens launching ramps destination port
Adequate provisions include the following:	suitability of the vessel for the activity adequate fuel for the distance water, food and ice sun protection wet weather gear first aid kit personal medications batteries gas emergency (reserve) fuel and method of fuel transfer
Trip details include the following:	trip departure and return time number of people in the boat area and nature of operation way points radio used and frequency call signs details of vessel, including description and registration number shore contact details fuel capacity and usage trailer registration number
Appropriate person includes one (1) or more of the following:	family member or relative neighbour(s) police - water or local marine rescue services club or organisation harbour master costal radio station leave a note in your vehicle parked at the departure location (if appropriate)
Pre-start checks include the following:	fuel is connected battery is charged and connected kill switch fumes and petrol fuel and water leaks hatches/windows/doors are open ventilation sea-cock opening loose gear is secured marine radio is turned on and radio aerials raised bilge water levels checked navigation lights

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50008 Carry out trip preparation and planning

Modification History

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

checking to ensure boat is maintained and all safety equipment complies with relevant legislation

maintaining mooring and berthing apparatus on a regular basis and is appropriate to the vessel and location

planning the trip, including interpreting weather forecasts for suitability

ensuring safe passenger numbers, safe stowing of all equipment/items and serviceability of safety equipment

carrying adequate provisions, including fuel and communicating trip details with appropriate personnel and informing person on safe return from activity.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

weather information

vessel maintenance and service schedule requirements

capabilities of boat

safety equipment required on-board boat

safety procedures

marine legislation, regulations and rules

area of activity

legislative requirements regarding the use of safety equipment.

Assessment Conditions

Assessors must:

have vocational competency in carrying out trip preparation and planning at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM50009 Safely operate a mechanically powered recreational boat

Modification History

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to safely handle/operate a powered recreational boat on coastal and inland waters and includes manoeuvring and handling the boat as well as safe navigation and anchoring.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies specifically to mechanical powered recreational boats, including personal watercraft. However, it is recognised that some aspects of this competency apply to any recreational vessel.

Unit MEM50008 Carry out trip preparation and planning and unit MEM50010 Respond to boating emergencies and incidents are the other two NMSC core units.

Some jurisdictions may require the holder of this unit to be licensed or certified and users should check with the relevant authorities.

Band:	A

Unit Weight:	2

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Manoeuvre and handle the boat	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Undertake a pre-start checks and start motor
1.4	Manoeuvre boat safely according to conditions and in accordance with water traffic regulations
1.5	Monitor performance of the boat and personnel at all times
1.6	Consider impact of boat use on others and the environment
1.7	Use safety equipment, stow and, as required, wear in accordance with legislation and recognised regulations and rules
2	Navigate safely	2.1	Identify aids to small craft navigation
2.2	Apply collision avoidance techniques when required in accordance with relevant legislation, recognised regulations and rules
2.3	Carry out operation of the boat at all times in accordance with relevant legislation, recognised regulations and rules
2.4	Use navigational aids and landmarks to determine and monitor boat position
2.5	Take into account hazards and conditions in navigating the boat
3	Anchor the boat	3.1	Select anchorage site in accordance with prevailing and forecast conditions and in accordance with legislation
3.2	Use type of anchor and anchoring system suitable for location
3.3	Lower, set and monitor anchor according to prevailing conditions
3.4	Retrieve and securely stow anchor

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Pre-start checks include the following:	fuel is connected battery is charged and connected kill switch fumes and petrol fuel and water leaks hatches/windows/doors are open ventilation sea-cock opening loose gear is secured marine radio is turned on and radio aerials raised bilge water levels checked navigation lights
Manoeuvring conditions include the following:	from or to a ramp, pontoon, wharf, mooring, anchor, confined areas, such as narrow channels, marinas, moorings and obstructions sea-states, including bars, waves, rips, high seas, tidal surges, choppy conditions and wakes low speed/high speed poor visibility effect of wind large vessels
Safe manoeuvring includes the following:	steer straight line astern figure-eight right of way port-starboard throttle control emergency stop trim and stability of vessel towing or being towed berthing standing-on/stemming the tide retrieval of person overboard
Monitoring includes the following:	cooling system bilge portholes and hatches location and welfare of persons on board oil, fuel and water radio position of boat other water users battery and electrical systems
Others and environment include the following:	noise wake safety of others disturbance or injury to wildlife disposal of waste and bilge water effects of detergent and anti-foul fuelling arrangements
Aids to small craft navigation include one (1) or more of the following:	IALA Buoyage System ‘A’ charts compasses global positioning system (GPS) sounder tide tables passage plan marine references notices to mariners radio navigational warnings
Relevant legislation, recognised regulations and rules include the following:	collision regulations: navigating in narrow channels giving way to other vessels overtaking, proper lookout sound signals lights and shapes responsibilities and duty of care use of buoyage system speed recognition of lights and markers rules of road recognition of operation areas specific activity rules, e.g. personal watercraft (PWCs), water skis and equipment requirements accident/incident reporting marine regulations: safety regulations licensing and registration speed limit restrictions distance off requirements port limits/rules marine incident reporting carrying capacity drug and alcohol limits/effects age of operators environmental and wildlife regulations as relevant and applicable to the operation of boats
Hazards and conditions include the following:	weather set and drift effect of wind, tide and currents submerged objects other boats and wash restricted waters crossing bars
Types of anchor include one (1) or more of the following:	Danforth Grapnel/Reef Bruce Plough Admiralty Sarca sea anchor
Anchoring systems include one (1) or more of the following:	multiple anchors bow and stern anchors mooring buoy

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50009 Safely operate a mechanically powered recreational boat

Modification History

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

conducting pre-start checks

manoeuvring and handling boat safely and accurately according to conditions and in accordance with water traffic regulations

monitoring performance of boat and be aware of impact of boat use on others and the environment

navigating safely, taking hazards into account using navigational aids and landmarks to determine and monitor boat position

anchoring the boat using the type of anchor and anchoring system suitable for location.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

pre-start checks

boating and other relevant legislation, rules and regulations

legislative requirements regarding the use of safety equipment

area of activity hazards and prevailing conditions

boating information resources

environmental awareness.

Assessment Conditions

Assessors must:

have vocational competency in safely operating a mechanical powered recreational boat at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM50010 Respond to boating emergencies and incidents

Modification History

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to deal with boating emergencies and incidents, including the use of safety equipment and the provision of assistance to others in distress and includes raising alarms and dealing with on-board emergencies.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies to all recreational boats including personal watercraft.

Unit MEM50008 Carry out trip preparation and planning and unit MEM50009 Safely operate a mechanically powered recreational boat are the other two NMSC core units.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	E

Unit Weight:	0

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Use safety equipment	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Ensure nature, type, location, accessibility and serviceability of safety equipment is known and understood by all personnel on board
1.4	Conduct briefing of personnel before departure
1.5	Use safety equipment in a manner and purpose for which it was designed and appropriate to the emergency or incident
2	Raise alarms	2.1	Identify nature of emergency
2.2	Communicate alarm to on-board personnel
2.3	Use recognised distress signals to indicate need of assistance
3	Deal with on-board emergency	3.1	Inform on-board personnel of actions required to deal with the emergency
3.2	Implement procedures to combat emergency and protect persons on board
3.3	Identify position, record and communicate
3.4	Provide injured persons with assistance
3.5	Maintain communication with rescuers
3.6	Undertake preparation for abandoning the boat, as required
3.7	Communicate cessation of emergency to appropriate personnel
4	Assist others in distress	4.1	Recognise distress signals from others
4.2	Identify nature of assistance required
4.3	Determine capability to safely assist or relay emergency taking into account own safety and physical proximity to the emergency incident
4.4	Prepare for appropriate response to the emergency and implement
4.5	Communicate cessation of emergency incident to appropriate personnel

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Briefing information includes the following:	vessel operation personnel assessment, including swimming skills, boating knowledge, medication and dietary requirements location and use of safety equipment emergency procedures abandoning procedures
Emergencies include one (1) or more of the following:	fire (smoke or heat) grounding person overboard person retrieval from water capsize swamping sinking engine/motor breakdown or malfunction fouled propeller anchoring flooding lost injuries/illness hypothermia lack of fuel contaminated fuel
Distress signals include one (1) or more of the following:	pyrotechnic distress flares flags radio hand signals dye markers International Code Signal of Distress sound signal including voice emergency position-indicating radio beacon (EPIRB) V-sheet reflective mirror light signals mobile phone
Preparation for abandoning includes the following:	brief on-board personnel take drinking water don of life jackets identify location of vessel communicate to rescuers actions taken or to be taken assess and ensure readiness of life rafts/life rings activate emergency position indicating radio beacon (EPIRB) identify and collect emergency equipment, provisions and clothing deploy anchor or sea anchor

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50010 Respond to boating emergencies and incidents

Modification History

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

using safety equipment in a correct manner appropriate to the emergency or the incident

communicating while under pressure

briefing others on safety and emergency procedures

demonstrating boat abandoning procedures

delegating personnel appropriate to the emergency situation, including raising the alarm and assisting others in distress

determining capability to assist others and making decision under pressure

assisting injured people safely and without undue risk

applying emergency first aid, where appropriate

communicating cessation of emergency incident to appropriate personnel in accordance with procedures.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

range of safety equipment

common emergency actions

emergency procedures

boat abandoning procedures

relevant contacts

communication protocols

types of boating emergency incidents and situations

protocols for assisting injured people

boating legislation, regulations and rules

Assessment Conditions

Assessors must:

have vocational competency in responding to boating emergencies and incidents at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MSS024023 Navigate in urban, regional and remote areas

Modification History

Release 1. Updated unit code. Changes to performance criteria. Range of conditions removed. Assessment requirements amended. Equivalent outcome.

Application

This unit describes the skills and knowledge to read and interpret maps, plans and photos to locate position and navigate safe and efficient routes to urban and regional and remote destinations.

This unit applies to environmental technicians working in all industry sectors as well as a wide range of other technicians, paraprofessionals, operators and drivers.

No licensing or certification requirements exist at the time of publication. Relevant legislation, industry standards and codes of practice within Australia must be applied.

Pre-requisite Unit

Nil

Competency Field

Data

Unit Sector

Environmental

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Navigate in urban areas	1.1	Access relevant street directories and road maps
1.2	Read and interpret map symbols
1.3	Use the directory index to locate departure and destination points on map
1.4	Trace the pre-determined or most efficient route on map and estimate distance and duration of journey
1.5	Identify significant intersections and landmarks along route to assist with navigation
1.6	Identify alternate routes in case of emergencies or significant traffic delays
1.7	Follow selected route correctly
2	Plan routes in regional and remote areas	2.1	Locate and read relevant legislative and regulatory, workplace requirements and background information for site or project
2.2	Select suitable maps, aerial photos, guides and charts and check their currency and accuracy
2.3	Select navigational equipment, check that it is fit for purpose and service or replace
2.4	Read and interpret map symbols and navigation data to identify departure and destination points, potential hazards and select an appropriate traverse route
2.5	Estimate distance and duration of journey using map scale and available information about the terrain and vehicle
3	Navigate in regional and remote areas	3.1	Correctly orientate map with surroundings
3.2	Identify field position and destination on map using landforms, landmarks and navigation equipment
3.3	Correctly use navigation aids, equipment and maps to follow planned route and schedule
3.4	Use alternate routes to avoid hazards, safely bypass obstacles or improve efficiency of route
3.5	Maintain communication in accordance with workplace procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. Supersedes and is equivalent to MSS024011 Navigate in urban, regional and remote areas.

Links

The MSS Sustainability Companion Volume implementation Guides are available from VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5b04f318-804f-4dc0-9463-c3fb9a3fe998

Assessment Requirements for MSS024023 Navigate in urban, regional and remote areas

Modification History

Release 1. Updated unit code. Changes to performance criteria. Range of conditions removed. Assessment requirements amended. Equivalent outcome.

Performance Evidence

There must be evidence the candidate has completed the tasks outlined in the elements and performance criteria of this unit, and:

read and interpreted maps, plans and photos to locate own position and navigated safe and efficient routes to at least 2 different locations (urban and non-urban).

Knowledge Evidence

There must be evidence the candidate has knowledge of:

types of maps, charts, aerial photos and advantages and disadvantages of their use

use and manipulation of scales used on maps and plans

symbols and representation of topographical features on maps and plans

navigational equipment and aids

functional components of a compass and global positioning system (GPS) and factors affecting compass and GPS accuracy

techniques for estimating distance and taking bearings

hazards, health, safety and environment requirements for work role, including:

basic survival

dehydration

biohazards (including animals, insects and plants)

unsealed roads.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions and contingencies. The following conditions must be met for this unit:

use of facilities, equipment and resources, including:

navigational equipment and aids

maps

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

The MSS Sustainability Companion Volume implementation Guides are available from VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5b04f318-804f-4dc0-9463-c3fb9a3fe998

PSPGEN085 Manage media relationships

Modification History

Release	Comments
1	This unit was released in PSP Public Sector Training Package release 1.0 and meets the Standards for Training Packages. This unit supersedes and is equivalent to PSPPA603A Manage media relationships. Unit code updated Content and formatting updated to comply with new standards All PC transitioned from passive to active voice

Application

This unit describes the skills required to manage media relationships to enable the organisation’s services and achievements to be recognised and to deal with sensitive issues as they arise. It includes liaising with media personnel, negotiating media coverage, monitoring media coverage and preparing spokespersons for media interaction.

This unit applies to those working in public affairs, managing relationships with the media.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to.

Those undertaking this unit would work independently in consultation with others, performing complex tasks in a range of familiar contexts.

No licensing, legislative or certification requirements apply to unit at the time of publication.

Competency Field

General

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.
1. Liaise with media personnel	1.1 Obtain information on local, regional and national media contacts and keep up to date. 1.2 Confirm processes and procedures for dealing with the media, and establish requirements for format, presentation and deadlines for information. 1.3 Establish communication processes to develop mutual trust and cooperation, and to foster awareness of public affairs events and activities. 1.4 Provide information that is reliable and represents the current position of the organisation or situation to the media. 1.5 Handle situations where serious errors or misquoting occurs.
2. Negotiate media coverage	2.1 Assess the potential level of interest in particular events, and make activities and communications, and media selections to maximise coverage and achieve public affairs objectives. 2.2 Identify the form of information and preferred message positions to maximise media coverage. 2.3 Give notice to the media of the timing of events and activities, and provide contact information to enable confirmation of details. 2.4 Negotiate media coverage.
3. Monitor media coverage	3.1 Assess options for monitoring media coverage and select based on organisational requirements and value for money. 3.2 Develop and implement procedures for monitoring media performance, and recommend actions that address variations from expected performance. 3.3 Evaluate media coverage in terms of effectiveness in achieving message placement objectives, anticipated impact and public affairs objectives.
4. Prepare spokespersons for media interaction	4.1 Brief spokespersons on the characteristics, communication techniques and potential impact of media interviews for newspapers, radio and television. 4.2 Brief spokespersons on interview approaches and the techniques of specific interviewers. 4.3 Establish objectives with spokespersons for interview outcomes in planned situations in order to communicate specific information. 4.4 Provide responses and techniques for achieving positive communication outcomes in unplanned media interactions. 4.5 Prepare spokespersons for crisis situations in accordance with crisis communication plans and responsibilities.

Foundation Skills

Foundation skills are embedded within the elements and performance criteria of this unit.

Unit Mapping Information

This unit supersedes and is equivalent to PSPPA603A Manage media relationships.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Assessment Requirements for PSPGEN085 Manage media relationships

Modification History

Release	Comments
1	These Assessment Requirements were released in PSP Public Sector Training Package release 1.0 and meet the Standards for Training Packages. Assessment Requirements created drawing upon specified assessment information from superseded unit

Performance Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least one occasion.

applying legislation, regulations and policies relating to public affairs

using communication methods and strategies with diverse groups, including consultation, liaison, advice, negotiation

assessing and providing newsworthy information

applying procedures relating to work health and safety and environment in the context of public affairs

Knowledge Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

public sector legislation, including work health and safety and the environment, regulations, policies, procedures and guidelines relating to public affairs

the importance of relationships with key media contacts

the range of media and the usefulness of each for particular information or messages

organisational procedures for dealing with the media

Assessment Conditions

This unit contains no specific industry-mandated assessment conditions. Guidance on suggested and recommended conditions and methods can be found in the Implementation Guide.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

PSPPROC414A Manage contracts

Modification History

Release	TP Version	Comments
3	PSP12V1	Layout adjusted. No changes to content.
2	PSP04V4.2.	Layout adjusted. No changes to content.
1	PSP04V4.1	Primary release.

Unit Descriptor

This unit covers the ability to manage contracts. It includes undertaking preparations, establishing and maintaining contract management arrangements, monitoring and maintaining contract performance, and completing and reviewing contracts.

In practice, managing contracts overlaps with other generalist and specialist public sector work activities, such as upholding and supporting the values and principles of public service and local government, identifying and treating risks, exercising delegations, applying government processes, encouraging compliance with legislation in the public sector or local government, planning procurement, developing and distributing requests for offers and selecting providers.

Those who specialise in procurement are catered for by the units PSPPROC503B, PSPPROC504B, PSPPROC505A and PSPPROC506A, which address in depth the aspects of contract management performed by those who specialise in procurement.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to those who are not specialist contract managers, but manage contracts as part of their role rather than as their primary role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to manage a contract	1.1. Contract requirements, approvals and funding arrangements are confirmed and clarified where necessary, and obligations and limits of authority as contract manager are identified in line with contractual and organisational requirements. 1.2. Operational elements of the contract are confirmed and contact is made with specialists and stakeholders to clarify and assist with contract administration issues. 1.3. Key contract clauses are identified and their content is clarified as necessary to ensure contract requirements are understood. 1.4. Process, timings, and key performance indicators are identified from the contract and confirmed with stakeholders. 1.5. Risks are confirmed and a risk management plan is developed or reviewed in line with contract requirements and organisational policy and procedures. 1.6. Contract management strategy is developed or obtained and key details are entered from the contract. 1.7. Contract management team is formed and roles and responsibilities are allocated.
2. Implement a contract management strategy	2.1. Start-up or transition arrangements are confirmed and implemented according to contract requirements and organisational procedures. 2.2. Information and communication strategies are established to meet contractor, stakeholder and organisational needs. 2.3. Risk management plan is monitored for effectiveness and adapted as necessary during the life of the contract. 2.4. Relationship with contractors and stakeholders is established and managed according to organisational policy and procedures and probity requirements. 2.5. Specialist expertise is obtained as necessary for progress meetings and for advice on or resolution of contract issues. 2.6. Consideration is given to OHS, environmental and sustainability principles and corporate social responsibility principles as they apply to the contract. 2.7. Contract information/documentation is maintained for organisational purposes according to organisational policy and procedures.
3. Monitor and maintain performance of a contract	3.1. Obligations to contractor and stakeholders are met according to contractual arrangements and organisational financial management requirements. 3.2. Monitoring and control measures and performance indicators are used to manage performance of contract and ensure that all obligations under the agreement are being met. 3.3. Contract variations are managed in accordance with the contract, organisational policy and procedures, and probity requirements. 3.4. Disputes and complaints are investigated and resolved or referred according to contract requirements. 3.5. Negotiation of issues relating to the contract is managed and approvals are obtained according to stipulations in the contract proper. 3.6. Communication is maintained with all stakeholders on the performance of the contract according to organisational protocols and public sector standards.
4. Complete and review contract.	4.1. Client satisfaction with contract deliverables is confirmed. 4.2. Contracts are finalised, amended, cancelled or terminated according to contractual arrangements. 4.3. Strategies are applied to manage close-out, and ensure renewal of contract or transition to a new contract meet organisational guidelines, probity requirements and public sector standards. 4.4. Review is undertaken of contract management, contractor performance relevant to measures at each stage of the contract, user satisfaction and audit results, when necessary. 4.5. Where measures or outcomes are not met in full, variances are documented and explained. 4.6. Information from the review and audit is used to report on contractor performance, to review contract management practice and make recommendations for improvement.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: consult and negotiate with contractors and stakeholders, involving complex oral and written exchanges of information network, within probity boundaries, with diverse stakeholders and contractors read complex documents, such as contracts, legislation and guidelines provide feedback teamwork skills to: work independently or under direction as appropriate to the situation model team leadership approaches if appropriate respond to diversity refer issues to the correct person problem-solving skills to apply simple supply chain management and supplier issues management to the process of contract management initiative and enterprise skills to: apply the content of complex documents, such as contracts, legislation and guidelines apply OHS, environmental, sustainability and corporate social responsibility practices in the context of contract management planning and organising skills to manage contract documentation learning skills to keep up-to-date with relevant procurement legislation, policies and procedures technology skills to: operate organisational IT systems use electronic procurement templates
Required knowledge
commonwealth, state or territory, and local government legislation, policies, practices and guidelines: relating to contract management, including environmental purchasing and corporate social responsibility guidance such as OHS and equity and diversity organisational procurement policies, practices and approval processes contract performance management privacy and confidentiality issues probity principles and issues codes of conduct, codes of practice and standards of individual behaviour relating to managing contracts and relationships with contractors whole-of-life considerations relating to the ownership, operation and disposal/completion of the goods or services equal employment opportunity financial and accounting issues relevant to the contract

Evidence Guide

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	Competency must be demonstrated in the ability to manage contracts consistently in accordance with legislative and organisational requirements.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability to: develop a contract management strategy in consultation with key stakeholders develop a suitable contract management plan, using templates if available implement the contract management plan manage the performance of contractors provide contractors with performance feedback manage contract disputes to achieve prompt resolution and refer to higher authority when necessary review contracts throughout to identify opportunities for continuous improvement act within own delegations and refer issues to higher authority when necessary uphold probity standards in all dealings with contractors. Consistency in performance Competency should be demonstrated by providing evidence of undertaking a range of relevant work tasks in an actual or simulated procurement environment on at least two separate occasions.
Context of and specific resources for assessment	The unit of competency is to be assessed in the workplace or a simulated workplace environment. Access may be required to: legislation, policy, procedures and protocols relating to procuring goods and services and managing contracts codes of conduct and codes of practice workplace scenarios and case studies relating to a range of procurement activities associated with managing contracts case studies that incorporate dilemmas, and probity requirements relating to managing contracts.
Method of assessment	The following assessment methods are suggested: questions to assess understanding of relevant legislation and procedures review of strategies and approaches adopted for managing contracts review of contract management plans, contracts, contract variations, contractor performance reports, contract closure documents and other documentation prepared by the candidate in a range of contexts review of stakeholder engagement approaches adopted by the candidate. In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Questioning techniques should suit the language and literacy levels of the candidate.
Guidance information for assessment	Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: PSPETHC401A Uphold and support the values and principles of public service PSPGOV417A Identify and treat risks PSPGOV421A Exercise delegations PSPLEGN401A Encourage compliance with legislation in the public sector PSPPROC411A Plan procurement PSPPROC412A Develop and distribute requests for offers PSPPROC413A Select providers and develop contracts.

Range Statement

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.
Contracts may include:	memoranda of understanding and memoranda of agreement in-house option directives common use arrangements/standing offers inter and intra-government agreements letters of intent licensing agreements
Specialists may include:	procurement and contracting corporate finance outsourced procurement or contracting advisers legal advisers functional/business technical business owner of the contract OHS environmental audit and probity appropriate cross-government department experts
Stakeholders may include:	end users, customers or clients, and sponsors current or potential providers or suppliers technical or functional experts or advisers commonwealth, state or territory, and local government the organisation other public sector organisations employees, unions and staff associations industry bodies local communities lobby groups and special user groups
Key contract clauses may include:	specifications variations insurances notices disputes intellectual property privacy confidentiality milestones payments breaches penalties expected standards of behaviour
Risks may include:	contractor inability to meet agreements end user or buyer inability to meet obligations limited number of suppliers corruption risks probity risks
Contract management strategy may include:	formal contract management plan contract management checklist setting up routines checking quality assurance systems transferring legal responsibility avoiding implied acceptance of varied conditions through non-enforcement of contractual obligations applying environmental, sustainability and corporate responsibility principles
Contract management strategy may be obtained from:	procurement/contracting area specialist contract managers central agencies, such as state supply boards, and contract and management services finance area legal advisers outsourced providers of contracting services
Communication strategies may include:	setting regular times to talk, meet or check on progress protocols for dealing with other stakeholders emergency contact arrangements diary system to monitor milestones, timeframes, receipt of deliverables, etc. strategies for ensuring information flow at critical stages of the contract
Monitoring and control measures may include:	inspections tests audits reviews meetings progress reports verifications identification of non-conformances corrective actions
Contract variations may include:	change of scope change in prices change in quantity change to specifications negotiation of new terms and conditions dissolution of contracts in writing verbal variations, confirmed in writing variations by action/inaction
Disputes may include:	disputes over: requirements delivery schedules price changes additional tasking payment schedules complaints from third parties
Techniques available to resolve disputes include:	conference negotiation mediation expert determination arbitration resort to contractual conditions legal considerations
Negotiation of issues may include:	contract variations continuous improvement innovations non-compliance consequences
Review may include:	planning process evaluation considerations at each stage of the contract sources and methods of gathering data role of audit trails, where applicable measuring outputs meeting client needs considering new and different ways of delivering the service or product in the future strategies for continuous improvement

Unit Sector(s)

Not applicable.

Competency field

Procurement and Contract Management.

PUAEME001B Provide emergency care

Modification History

Release	TP Version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V2	Layout adjusted. Application added.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers the competency to provide emergency care pending the arrival of appropriately qualified personnel.

Application of the Unit

This unit applies to all public safety workers who are required to provide initial life-saving emergency care at an incident. It is not designed for workers whose primary response role is one of emergency care, first aid, or pre-hospital care.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAFIR215 Prevent injury (Fire sector specific)

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a Unit of Competency.	Performance Criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify need for emergency care	1.1 Initial assessment is made of extent and nature of emergency care required. 1.2 Initial assessment is communicated to appropriate personnel in accordance with organisation's policies and procedures.
2. Ensure personal safety of carer and casualty	2.1 Hygiene is maintained for protection of self and casualty. 2.2 Hazards to the carer are identified and appropriate action taken to safeguard against injury.
3. Reassure casualty	3.1 A calm, caring and reassuring manner is adopted in interaction with the casualty and others at the scene. 3.2 Casualty is made comfortable using available resources.
4. Assess casualty and implement emergency care procedures	4.1 Casualty assessed for DRABC. 4.2 Vital signs are continually monitored, recorded and any changes considered in planning treatment and reported as appropriate. 4.3 Treatment appropriate to the casualty's injuries is provided in line with approved first aid techniques and standards. 4.4 First aid equipment is operated in accordance with manufacturer's procedures and instructions, and organisational standards, policies, procedures and protocols. 4.5 Casualty's condition is monitored and reported in accordance with organisation's policies and procedures and treatment modified as necessary. 4.6 Treatment is maintained until qualified medical help takes over.
5. Work cooperatively with personnel from other organisations	5.1 Clear and comprehensive reports are provided to personnel involved in ongoing casualty care. 5.2 Members of other emergency services are assisted in their tasks in accordance with organisation's standards and personal level of responsibility and competence.
6. Recover and restore first aid equipment	6.1 First aid equipment is recovered, cleaned, inspected/tested, stored, restocked and resupplied and medical waste disposed of safely according to organisation's polices and procedures. 6.2 First aid equipment faults are rectified and/or reported in accordance with organisation's policies and procedures.
7. Complete documentation	7.1 Documentation is completed and processed in line with legislative, regulatory and organisation's requirements.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
communicating verbally with casualties and others completing forms following procedures providing verbal reports to paramedical personnel remaining calm under time pressures and in difficult situations working with others in a team situation writing reports
Required Knowledge
Occupational Health and Safety guidelines for lifting and carrying systems of the body: respiratory skeletal digestive circulatory nervous urinary skin causes and management of unconsciousness priorities for life support in emergencies including the DRABC (danger, response, airway, breathing ventilation and circulation assessments) model Health Department guidelines for personal hygiene Australian Resuscitation Council resuscitation guidelines applying resuscitation techniques controlling bleeding casualty assessment principles of initial casualty management management of fractures and soft tissue injuries management of burns personal level of responsibility limitations competency

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Competency in this unit must be established through the practical demonstration of first aid skills, maintaining universal precautions and safety awareness. Accurate documentation and a caring approach to injured persons during first aid activities are critical. Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments
Context of and specific resources for assessment	Context of assessment Exercise or simulation, or a series of tasks are required to demonstrate competence in this unit. This may involve setting scenarios to be completed either individually or as a member of a team. Written or verbal questions may be used as supporting evidence. Specific resources for assessment Access to first aid equipment used in general operations is essential.

Range Statement

Conditions under which this competency may be required include:	operating during any rescue or response situation including specialist rescue hazardous environmental conditions—adverse weather after dark operations difficult terrain debris traffic time pressures varying time frames—short term sudden impacts protracted response operations limited access to equipment necessitating the use of improvised techniques
Equipment may include:	first aid kit personal protective equipment stretchers including improvised
Details of incident obtained from:	casualty visual assessment of scene others at scene
Maintaining personal safety may include:	washing hands using gloves
Caring manner may include:	personal introduction and identification consistent with other priorities showing empathy communication with casualty voice tone and volume reassurance and gentle treatment all in a culturally appropriate manner
Hazards may include:	bodily fluids traffic environmental hazards downed wires bystanders drugs sharps
First aid techniques and standards may include:	Guidelines to Australian Resuscitation Council resuscitation standards State and Territory regulations
Others may include:	family friends at scene
Appropriate action may include:	protecting scene isolating scene relocating casualty
Reporting as appropriate may include:	team leader supervisor medical personnel paramedical personnel emergency medical technician
Treatment includes:	applying resuscitation techniques controlling bleeding managing fractures managing soft tissue injuries dressing burns and scalds
Qualified health care personnel may include:	specialist personnel medical personnel
Organisation’s standards, policies, procedures and protocols may include:	legislation relevant to the provision of emergency care legislation relevant to the organisation operational Standard Operating Procedures operational performance standards
Reporting casualty’s condition may include:	need for confidentiality status on arrival treatment provided history observations made changes in conditions timeframes
Documentation may include:	written reports casualty details approved forms verbal report personal notes
Moving casualty may include:	individually or with assistance observing decency in regard to culture a range of manual handling techniques and lifts and carries
Processing documentation may include:	providing reports to authorised personnel filing reports diary entries logs

Unit Sector(s)

Not applicable.

PUAEME003C Administer oxygen in an emergency situation

Modification History

Release	TP Version	Comments
2	PUA12 V1	Layout adjusted. Application added. Range Statement reviewed.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers competency in advanced techniques for management of the administration of oxygen and ventilation of the lungs in line with the requirements of the Australian Resuscitation Council and State and Territory regulatory bodies. Expired air resuscitation is covered in the Pre-requisite unit Provide emergency care.

Application of the Unit

This unit applies to public safety workers who attend incidents where the use of oxygen in either life-saving or ongoing management of a casualty is appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAEME001B Provide emergency care.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a Unit of Competency.	Performance Criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess casualty and develop management plan	1.1 Assessment of casualty is undertaken including vital signs, details of incident, medical/casualty history, physical appearance and other signs and symptoms. 1.2 Management plan is developed taking into account available equipment, condition of patient and special requirements of certain conditions. 1.3 Where possible casualty is assisted to a comfortable position suitable for implementation of management plan. 1.4 Casualty is encouraged and reassured as necessary to facilitate effective treatment. 1.5 Medical aid is arranged as soon as possible consistent with maintaining casualty safety.
2. Check equipment	2.1 Pre-use check of safety and potential effectiveness of equipment is undertaken in accordance with operating procedures, Australian standards and regulatory requirements. 2.2 Minor faults are diagnosed and repairs are carried out in accordance with organisation procedures to restore equipment to working order. 2.3 Faults and defects are reported/recorded according to organisational procedures.
3. Maintain unobstructed airway	3.1 Airway is cleared and maintained using non-intervention techniques where possible. 3.2 Appropriate steps are taken to reduce risk to self or others of contamination by the casualty's body fluids. 3.3 Where carried, suction apparatus is safely inserted into pharynx and suction initiated using approved techniques to avoid injuring casualty.
4. Resuscitate casualty	4.1 Where appropriate face masks and other barriers are used according to ARC standards.
5. Use oxygen to provide therapy	5.1 Where indicated, oxygen therapy is used in the ventilation of casualty.
6. Recover and restore equipment	6.1 Equipment is cleaned, and discarded or disinfected, restocked and/or replenished and stored safely according to organisation procedures.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
determining oxygen pressure and volume content of cylinders reading oxygen content gauges use of resuscitation equipment
Required Knowledge
air passages Australian Resuscitation Council standards Australian Standards relevant to resuscitation equipment causes of hypoxia and hypoxic hypoxia correct use of oxygen cylinders and devices disease and chronic airways lesions (COAD/CAL) estimation of duration of oxygen supply importance of oxygen to the body indicators of obstructed breathing lower airways diseases management of COAD/CAL casualties possible causes of hypoventilation precautions for safe storage and handling of oxygen cylinders principles of operation and troubleshooting respiratory system- lungs resuscitation and kits - specifications significance of respiratory noises signs and symptoms of chronic obstructed airways techniques for maintenance of unobstructed airway the mechanism of respiration

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Use of oxygen equipment in accordance with relevant standards and guidelines. Consistency in performance Evidence will need to be gathered over time across a range of variables.
Context of and specific resources for assessment	Context of assessment On the job or in a simulated work environment Specific resources for assessment determining oxygen pressure and volume content of cylinders reading oxygen content gauges use of resuscitation equipment

Range Statement

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 in the Performance Criteria is detailed below.
Pre-use check may include:	checking existence of suitable prominent warnings about precautions to be observed checking for damage to replenish and/or restore
Regulatory requirements may include:	Australian Resuscitation Council relevant State and Territory regulatory bodies
Reporting/recording faults and damage may include:	verbal filling out and processing standard form
Inserted into pharynx:	no further than the back teeth
Barriers may include:	facemasks unidirectional valves bidirectional valves filters

Unit Sector(s)

Not applicable.

PUAEME004A Provide emergency care for suspected spinal injury

Modification History

Release	TP Version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V2	Layout adjusted.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers the competency required to minimise further injury to a casualty when applying first aid and waiting for emergency medical aid.

Application of the Unit

The application of this unit in the workplace covers recognition and management of suspected spinal injuries while waiting for emergency medical aid.

The unit is typically relevant for personnel from emergency services and/or volunteer organisations or organisations which provide a first aid service in an environment where there is a risk of spinal injuries.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

HLTFA211A Provide basic emergency life support

OR

HLTFA311A Apply first aid

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a Unit of Competency.	Performance Criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify suspected spinal injury	1.1 Signs and symptoms from a conscious casualty that may suggest a spinal injury are identified. 1.2 Signs of life in an unconscious casualty are confirmed. 1.3 Basic life support protocols are followed with care for casualty's spine where casualty exhibits no signs of life. 1.4 Likely causes of unconsciousness that may suggest a spinal injury are identified. 1.5 Emergency medical aid is requested.
2. Immobilise cervical spine	2.1 Casualty is communicated with to provide reassurance and to explain the need to minimise movement of their spine. 2.2 Casualty is measured and appropriately sized cervical collar is selected. 2.3 Cervical collar is applied ensuring correct location and tension is applied. 2.4 Conscious standing casualty is assisted to supine position in accordance with organisational procedures and availability of personnel.
3. Evaluate need to move casualty	3.1 Potential hazards to first aider and to casualty are identified. 3.2 Risk of not moving the casualty while waiting for medical aid to arrive is evaluated. 3.3 Plan to move casualty is developed.
4. Prepare casualty for transport	4.1 Casualty is communicated with to provide reassurance and the need to immobilise the casualty for transport is explained. 4.2 Equipment to immobilise the casualty's spine is selected. 4.3 Immobilisation equipment is applied in accordance with manufacturer's instructions and organisational procedures.
5. Transport and monitor casualty	5.1 Casualty is transported away from hazards ensuring smooth movements are used by team. 5.2 Team is directed in coordinated lifting movement and lowering of casualty. 5.3 Casualty is monitored during transport.
6. Perform casualty handover	6.1 Details of incident are communicated to medical personnel. 6.2 Assistance is given to medical personnel as requested. 6.3 Debriefing with supervisor or other operational staff is undertaken. 6.4 Relevant log books are completed according to organisational requirements.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
assess casualty communicate effectively with casualty to provide reassurance use safe manual handling skills
Required Knowledge
common causes of spinal injuries relevant to the work environment risks associated with moving a casualty with a suspected spinal injury safe manual handling techniques signs and symptoms of suspected spinal injury techniques for manual stabilisation types of spinal immobilisation equipment available

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability to: identify casualty with a suspected spinal injury evaluate the need to move casualty with a suspected spinal injury immobilise casualty prior to moving Consistency in performance Competency should be demonstrated in a range of first aid incidents or scenarios requiring management of suspected spinal injuries.
Context of and specific resources for assessment	Context of assessment Competency should be assessed by managing suspected spinal injuries during first aid scenarios. Specific resources for assessment Access is required to: equipment used in managing suspected spinal injuries
Method of assessment	In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook. Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment. Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include: direct observation interviewing the candidate journals and workplace documentation third party reports from supervisors written or oral questions

Range Statement

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 in the Performance Criteria is detailed below.
Signs and symptoms of a suspected spinal injury may include:	back or neck pain dilated pupils head injuries headache or dizziness increased muscle tone loss of bladder/bowel control loss of function in hands or feet prioprism tingling or lack of feeling in upper or lower limbs
Signs of life may include:	breathing consciousness movement
Basic life support protocols include:	Australian resuscitation council guidelines
Likely causes of unconsciousness that may suggest a spinal injury may include:	diving accident fall from a height industrial accident motor vehicle accident severe penetrating wounds (impaled, gunshot) significant blow to the head sporting accident
Hazards may include:	fire traffic water
Transport may include:	carrying casualty using a vehicle
Equipment may include:	cervical collars scoop stretchers spine boards and strapping stokes baskets
Monitoring casualty may include:	Assessing vital signs such as: level of consciousness breathing rate pulse rate skin colour and temperature Remaining with casualty
Details may include:	casualty injuries treatment provided
Assistance may include:	carrying casualty performing cardiopulmonary resuscitation (CPR)

Unit Sector(s)

Not applicable.

PUAOPE010C Operate an automated external defibrillator in an emergency

Modification History

Release	TP version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V1	Layout adjusted.
1	PUA00 V8.1	Primary release on TGA.

Unit Descriptor

This unit covers the competency required to operate an automated external defibrillator (AED) to defibrillate a casualty in an emergency situation.

This unit includes advanced techniques for management of the administration of an AED in line with the requirements of the Australian Resuscitation Council and State and Territory regulatory bodies. The unit also involves working with personnel who are engaged in the resuscitation of the casualty.

Cardio pulmonary resuscitation is covered in the prerequisite unit PUAEME001B Provide emergency care.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

The application of this unit in the workplace covers administration of an AED according to a medically endorsed protocol, working with or without other personnel while engaged in the resuscitation of a casualty.

The unit is typically relevant for personnel from emergency services and/or volunteer organisations or organisations that provide a medically supervised first aid service.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAEME001B Provide emergency care

OR

HLTFA211A Provide basic emergency life support

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a Unit of Competency.	Performance Criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess casualty and develop management plan	1.1 Hazards are identified, minimised and if possible removed, in accordance with state/territory regulatory requirements 1.2 Casualty is reassured and positioned in a suitable position 1.3 Evaluation of signs and symptoms is undertaken to determine the casualty's condition 1.4 Casualty's condition is analysed to determine treatment requirements 1.5 Management plan is developed based on the results of the casualty assessment and the availability of equipment 1.6 Medical aid is arranged as soon as possible, consistent with maintaining casualty safety
2. Check equipment	2.1 Pre-use check of safety and potential effectiveness of equipment is undertaken in accordance with operating procedures, Australian Standards and regulatory requirements 2.2 Minor faults are diagnosed and repairs are carried out to restore equipment to working order in accordance with organisational procedures 2.3 Faults and defects are reported/recorded in accordance with organisational procedures
3. Attach and operate equipment	3.1 Equipment is set up in accordance with manufacturer's instructions 3.2 AED is attached and operated as per manufacturer's guidelines and safety procedures 3.3 Work is undertaken cooperatively with person conducting resuscitation techniques
4. Recover and restore equipment	4.1 Equipment is cleaned, discarded or disinfected, restocked and/or replenished in accordance with organisational procedures and manufacturer's guidelines 4.2 Equipment is charged, stored and safeguarded against damage or loss in accordance with organisational procedures 4.3 Reports are completed and submitted to appropriate personnel

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
communicate effectively manage self and own work manage time participate as a team member use resuscitation equipment and techniques
Required Knowledge
Australian Resuscitation Council standards circulatory system common cardiac rhythms defibrillation safety duty of care effective adherence of pads electrical action of the heart management of COAD/CAL casualties mechanical action of the heart organisational procedures for cleaning and discarding equipment in terms of environmental management and sustainability positioning of electrodes pads precautions for safe storage and handling of defibrillator resuscitation and kits - specifications principles of operation and troubleshooting relevant Australian Standards relevant state/territory legislative and regulatory requirements respiratory system roles and responsibilities of team members SAED basic operations safety precautions shock delivery protocols shockable rhythms techniques for maintenance and battery changes verbal and non-verbal communication techniques

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability to: apply safe work practices while using an AED manage the situation in a calm and orderly manner and to take every action to ensure the safety and comfort of the casualty. Consistency in performance Competency should be demonstrated over time across a range of emergency situations.
Context of and specific resources for assessment	Context of assessment Competency should be assessed in a simulated emergency situation. Simulation should recreate realistic emergency situations in which the individual is exposed to the full range of hazards and is placed under the same pressures and timelines associated with operating a an AED in an emergency situation. Specific resources for assessment Access is required to: defibrillation equipment/kit appropriate resuscitation manikin suitable site or training area to simulate an emergency situation
Method of assessment	In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook. Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment. Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include: direct observation interviewing the candidate journals and workplace documentation third party reports from supervisors written or oral questions

Range Statement

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 in the Performance Criteria is detailed below.
Hazards include:	contact with patient during defibrillation conductive surfaces (water, fluids, metal) explosive environments (oxygen, gases, fumes) unstable environment
Regulatory requirements may include:	Australian Resuscitation Council requirements relevant state/territory regulatory requirements
Casualties may include:	adults children over 8 years old/25 kg
Signs and symptoms may include:	casualty history details of incident medical history physical appearance vital signs
Equipment may include:	gauze wipes gloves razors resuscitation masks SAED equipment used for delivery of external defibrillation shears spare AED pads spare battery
Pre-use check may include:	battery life environmental factors that affect operation existence of suitable prominent warnings about precautions to be observed for damage or malfunctions pad use by date to replenish and/or restore
Reporting/recording faults and defects may include:	filling out and processing standard forms verbal communication

Unit Sector(s)

Not applicable.

PUAOPE013 Operate communications systems and equipment

Modification History

Release 1. This is the first release of this unit of competency in the Public Safety Training Package.

Application

This unit of competency involves the skills and knowledge required to transmit and receive communications in routine and operational situations using the organisation's communications systems and equipment. The unit is applicable to personnel who are required to operate an organisation's communications systems and equipment in support of the tasks they are undertaking. This may occur either in the field or from a facility. No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Not applicable.

Competency Field

Operations

Unit Sector

Public Safety

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Use communications systems and equipment	1.1	Communications equipment and techniques, including verbal transmissions and voice procedures, are selected to best meet the task, context and needs of the situation
1.2	Equipment is operated safely to support communications consistent with organisational policies and procedures
1.3	Communications system is correctly utilised to facilitate transmission and reception
2	Transmit and receive communications	2.1	Information is transmitted concisely and clearly to facilitate accurate reception of the message, in accordance with organisational policies and procedures
2.2	Contact is acknowledged, communication is confirmed, and action is initiated
2.3	Communication faults and deficiencies are reported, in accordance with organisational policies and procedures
2.4	Alternative communications strategies are employed, in accordance with organisational procedures, to address identified faults and deficiencies in communication
2.5	Communication is processed and recorded, in accordance with organisational policies and procedures
3	Maintain communications equipment	3.1	Communications equipment is inspected to ensure operational readiness
3.2	Fault finding techniques are applied and basic maintenance is conducted, in accordance with organisational policies and procedures
3.3	Faulty equipment is identified and noted for repair and documentation is completed, in accordance with organisational procedures

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Range is restricted to essential operating conditions and any other variables essential to the work environment. Non-essential conditions may be found in the Companion Volume Implementation Guide.
organisation's communications equipment must include	radio telephone

Unit Mapping Information

This unit replaces and is equivalent to PUAOPE013A Operate communications systems and equipment.

Links

PUA Training Package Companion Volume Implementation Guide is found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=3eca5672-6d5a-410b-8942-810d0ba05bbf

Assessment Requirements for PUAOPE013 Operate communications systems and equipment

Modification History

Release 1. This is the first release of this unit of competency in the Public Safety Training Package.

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all the requirements of the elements, performance criteria and range of conditions on at least one occasion and includes
applying Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements following organisational protocols, policies and procedures maintaining communications equipment making verbal transmissions operating a range of different communications equipment reporting communication faults and deficiencies transmitting and receiving communications using the organisation's communications systems and equipment using communications systems and equipment under non-operational and operational conditions using verbal communication procedures using voice techniques

Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all the requirements of the elements, performance criteria and range of conditions and includes knowledge of
organisational documentation, policies and procedures range of communications equipment available types of and use of communications systems including organisational networks and hardware verbal transmission procedures voice techniques Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements including risk mitigation

Assessment Conditions

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment. As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment. Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate. Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in industry approved simulated workplace operational situations that reflect workplace conditions. Resources for assessment must include access to a range of relevant exercises, case studies and/or simulations relevant and appropriate materials, equipment, tools and personal protective clothing and equipment currently used in industry including communications systems and equipment applicable documentation including organisational procedures, industry standards, equipment specifications, regulations, codes of practice and operation manuals.

Links

PUA Training Package Companion Volume Implementation Guide is found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=3eca5672-6d5a-410b-8942-810d0ba05bbf

RGRPSH308 Provide first aid and emergency care for horses or other equines

Modification History

Release	Comments
Release 1	This version released with RGR Racing and Breeding Training Package Version 2.0.

Application

This unit of competency describes the skills and knowledge required to measure and record vital signs of horses or other equines, identify and report signs of common illnesses and injuries, provide emergency care and follow first aid policies and procedures.

The unit applies to individuals who work in a broad range of occupations in horse-related or other equine-related industries, carrying out work under broad direction within industry guidelines.

All work must be carried out to comply with workplace procedures, in accordance with applicable state/territory animal welfare and workplace health and safety legislative requirements.

No licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Performance services horse (PSH)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and report signs of ill health or injury in horses or other equines	1.1 Inspect incident site and assess risks prior to helping horses or other equines 1.2 Measure and record temperature, pulse and respiration in line with appropriate first aid procedures 1.3 Observe and report hydration levels and capillary refill in line with appropriate first aid procedures 1.4 Observe, identify and report signs of common illnesses in horses or other equines in line with appropriate first aid procedures 1.5 Observe, identify and report signs of shock in horses in line with appropriate first aid procedures 1.6 Determine and report signs of common injuries in horses or other equines according to workplace policies and procedures
2. Assess illnesses or injuries in horses or other equines	2.1 Assess threat to life of illness or injury, and incorporate into plan of action 2.2 Calm, restrain and/or quarantine horses or other equines using safe and ethical handling techniques 2.3 Follow first aid policy and procedures with respect to obligations to owners, state regulations, stable policy and duty of care 2.4 Follow referral or reporting procedures for injury, treatment and emergency care according to workplace first aid procedures
3. Apply basic first aid to horses or other equines	3.1 Use restraints and safe and ethical handling techniques to prevent further injury or to apply first aid to horses or other equines 3.2 Clean wounds and protect from further contamination or injury in line with appropriate first aid procedures 3.3 Apply bandages for management of bleeding, swelling and wounds in line with appropriate first aid procedures 3.4 Control swelling using appropriate techniques and materials in line with appropriate first aid procedures 3.5 Nurse horse or other equine to reduce impact of shock, distress and pain in line with appropriate first aid procedures 3.6 Monitor behaviour and vital signs, and record observations and treatments in line with appropriate first aid procedures
4. Respond to hoof and leg illnesses and injuries	4.1 Inspect feet and legs for signs of injury, soreness or foreign bodies 4.2 Identify common injuries and ailments to hooves, feet and legs 4.3 Apply poultice to affected area in line with appropriate first aid practices 4.4 Determine damage or irregular condition and fit of shoes
5. Assess health and fitness of horses or other equines	5.1 Implement pre-race and post-race or activity assessment of horse or other equine for injuries, distress, health and fitness 5.2 Apply pharmaceutical or therapeutic treatments under trainer or veterinary or equine health practitioner instructions and supervision 5.3 Identify and follow industry rules relating to prohibited substances and alternative treatments

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual information in workplace procedures and veterinary and medical instructions relating to the health and welfare of horses Locate and interpret key information in medication labels
Writing	Use clear language and accurate industry and/or medical terminology for reporting and recording horse health and welfare information
Numeracy	Perform basic calculations and measurements of volume, weight and ratios to determine doses of medication
Navigate the world of work	Follow workplace procedures, including safety, animal welfare and first aid administration requirements, and meet expectations relating to own role and area of responsibility
Interact with others	Follow accepted industry practices and protocols for working collaboratively with and reporting horse health issues to supervisors and specialists
Get the work done	Monitor horse condition, assess health and injury irregularities and make decisions to initiate routine treatment or seek specialist advice and assistance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
RGRPSH308 Provide first aid and emergency care for horses or other equines	RGRPSH308A Provide first aid and emergency care for horses	Updated to meet Standards for Training Packages. Minor changes to title and performance criteria.	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0

Assessment Requirements for RGRPSH308 Provide first aid and emergency care for horses or other equines

Modification History

Release	Comments
Release 1	This version released with RGR Racing and Breeding Training Package Version 2.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has provided first aid and emergency care for at least two horses or other equines (or completed appropriate simulations), including for each:

recognised illness or injury and carried out a safety check of the factors relating to situation, incident site and/or treatment environment

provided appropriate first aid and treatments to horse or other equine, including:

responding to hoof and leg illness or injury

calming and/or restraining horse or other equine safely and ethically

reported irregularities to stable nominated person in a timely manner.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

principles, practices and industry terminology related to emergency care and first aid for horses or other equines

safe handling techniques, including:

risks associated with catching, handling and restraining equines

methods of restraining horses or other equines

common equine behaviour, including when injured, stressed or ill

signs and types of treatment for common illnesses and injuries in equines, including:

lameness

shock

relevant industry rules for providing first aid and emergency care for horses, including:

rules for prohibited substances and alternative treatments

zoonosis, disease and biosecurity control

reporting requirements, including for infectious reportable illnesses – Strangles, tetanus, EI, Hendra

industry standards and expectations relevant to providing first aid and emergency care for horses:

effective working relationships, including teamwork

industry animal welfare requirements

industry safety requirements, including safe operating procedures.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately reflects performance in a real workplace setting

resources, equipment and materials:

various horses or other equines requiring first aid or emergency care assessed as suitable for the skills and experience of the individual; or appropriate simulations if safety or access to injured equines is restricted

materials and equipment relevant to providing first aid and emergency care

access to trainer and/or veterinarian for instructions.

Training and assessment strategies must show evidence of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0

SFICOMP205B Communicate effectively in cross-cultural environments

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency involves interacting with confidence with those from cultures different to one's own using culturally appropriate verbal and non-verbal communications. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Use verbal and non-verbal communication in a culturally sensitive manner	1.1. Cultural differences of the client are identified. 1.2. A rapport with the client is established to facilitate further conversation. 1.3. Conventions of conversation and language patterns are respected. 1.4. Language and concepts used are appropriate to the client. 1.5. Gestures and non-verbal communication used are appropriate. 1.6. Dress and attitude are appropriate for client interaction.
2. Interact with clients in a culturally appropriate way	2.1. Strategies for developing effective cross-cultural relationships are used. 2.2. Barriers to effective cross-cultural communication are identified and addressed to maintain effective relationships. 2.3. Strategies for resolving differences or misunderstandings are used. 2.4. Resources to facilitate effective communication within the workplace are identified and used. 2.5. Compliance requirements are based on culturally appropriate practices.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
demonstrating respect for people and their culture identifying culturally-safe work practices making and maintaining cross-cultural relationships using verbal and non-verbal communication techniques to sensitively and respectfully communicate in a cross-cultural context. Literacy skills used for: illustrating compliance requirements.
Required knowledge
differences between cultures, particularly the cultures of Aboriginal and Torres Strait Islander people and others fundamental patterns of cultural difference, including: approaches to completing tasks approaches to knowing attitudes to conflict attitudes to disclosure communication styles decision-making styles interpreter resources legislation and policies relevant to access and equity that may include: commonwealth, state or territory legislation community standards and regulations industry codes of practice organisational policies, procedures and practices past and present power relations and their impact on the workplace racism and discrimination and laws pertaining to these issues understanding words and actions of people from differing backgrounds: non-verbal communication conventions verbal communication conventions.

Evidence Guide

EVIDENCE GUIDE
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 evidence required to demonstrate competence in this unit	Assessment must confirm the ability to: communicate effectively and sensitively within a cross-cultural context. Assessment must confirm knowledge of: cultural differences and their impact on the appropriate use of verbal and non-verbal communication barriers to effective cross-cultural communication.
Context of and specific resources for assessment	Assessment is to be conducted at the workplace or in a simulated work environment. Evidence of competency may be gathered over time and from a range of actual or simulated situations. Resources may include: agency policies and procedures.
Method of assessment	The following assessment methods are suggested: role-play or simulation observation of practical demonstration scenarios or case studies written or oral short-answer testing.
Guidance information for assessment	This unit may be assessed holistically with other units within a qualification.

Range Statement

RANGE STATEMENT
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.
Communication may include:	gender specific gestures signs verbal and non-verbal written.
Cultural differences may include:	interpersonal approach perceived authority priorities responsibilities terms of reference thinking and learning styles values and beliefs.
Conventions of conversation may include:	affirmation assertiveness eye contact questioning techniques time orientation use of names.
Strategies for developing effective cross-cultural communication may include:	general guidelines and standards for approaching specific tasks and issues mutual respect relevant concepts and information presented using: diagrams flow charts graphs interactive multimedia pictures tables video camera images visual or iconic representations workplace induction programs.
Barriers to effective cross-cultural communication may include:	assumptions power imbalance racist and prejudiced attitudes socioeconomic stereotypes and generalisations structural.
Strategies for resolving differences may include:	mediation negotiation of culturally appropriate guidelines workplace codes of practice.
Resources may include:	people identified with appropriate cross-cultural knowledge reference groups workplace designed to accommodate cultural needs workplace policies and procedures.

Unit Sector(s)

Unit sector	Fisheries compliance

Co-requisite units

Co-requisite units

Competency field

Competency field

SIRXCCS201 Apply point-of-sale handling procedures

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release Date	Comments
First Release:	This is a revised unit, based on and equivalent to SIRXCCS001A Apply point-of-sale handling procedures.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to operate point-of-sale equipment, apply store policy and procedures to a range of transactions, interact with customers, and package or wrap an item for transportation.

It covers demonstration of the ability to operate a range of point-of-sale equipment in order to complete sales, returns and exchange transactions, and process a number of methods of payment, according to store policies.

Application of the Unit

This unit applies to frontline service personnel.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Operate point-of-sale equipment.	1.1.Open and close point-of-sale terminal according to store policy and procedures. 1.2.Clear point-of-sale terminal and transfer tender according to store procedure. 1.3.Handle cash according to store security procedures. 1.4.Maintain supplies of change in point-of-sale terminal according to store policy. 1.5.Attend active point-of-sale terminals according to store policy. 1.6.Complete records for transaction errors according to store policy. 1.7.Maintain adequate supplies of dockets, vouchers and point-of-sale documents. 1.8.Inform customers of delays in the point-of-sale operation where required.
2. Ensure accuracy of transactions.	2.1.Identify and perform numerical calculations to ensure accurate pricing and collection of money. 2.2.Collect numerical information from various sources and calculate accurately with or without the use of a calculator.
3. Perform point-of-sale transactions.	3.1.Complete point-of-sale transactions according to store policy. 3.2.Identify and apply store procedures in respect of cash and non cash transactions. 3.3.Identify and apply store procedures in regard to exchanges and returns. 3.4.Move goods through point-of-sale area efficiently and with attention to fragility and packaging. 3.5.Enter information into point-of-sale equipment. 3.6.State price or total and amount of cash received verbally to customer. 3.7.Tender correct change.
4. Complete sales.	4.1.Complete customer order forms, invoices and receipts and process any loyalty card transactions. 4.2.Identify and process customer delivery requirements according to set timeframes. 4.3.Process sales transactions or direct customers to point-of-sale terminals according to store policy without undue delay. 4.4.Acknowledge and thank customer in line with store policy and procedures.
5. Wrap and pack goods.	5.1.Maintain and request adequate supplies of wrapping and packaging materials. 5.2.Select appropriate wrapping or packaging material. 5.3.Wrap merchandise neatly and effectively where required. 5.4.Pack items safely to avoid damage in transit, and attach labels where required. 5.5.Arrange transfer of merchandise for parcel pick up or other delivery methods if required.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: ask questions to identify and confirm requirements inform customers of delays listen actively request adequate supplies of wrapping material or bags through clear and direct communication share information state price or total and amount of cash received use and interpret non-verbal communication use language and concepts appropriate to cultural differences self-management skills to: deal with different types of transactions follow set routines and procedures literacy and numeracy skills to: document sales and delivery information render change undertake work functions, including addition, division, multiplication, percentages and subtraction
Required knowledge
cash and non-cash handling procedures, including: balancing point-of-sale equipment calculating noncash documents change required, denominations of change and tendering change clearance of terminal and transference of tender counting cash maintenance of cash float opening and closing point-of-sale terminal recording takings security of cash and non-cash transactions functions and procedures for operating point-of-sale equipment, including: calculators electronic scales numerical display board registers merchandise handling techniques, including wrapping and packaging techniques range of services provided by the store relevant legislation and statutory requirements, including: industry codes of practice work health and safety (WHS) Australian consumer law scanners store policy and procedures in relation to: allocated duties and responsibilities bag checking customer service exchanges and returns handling, packing and wrapping goods or merchandise point-of-sale transactions stock availability key features of a calculator

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: operates point-of-sale equipment according to manufacturer instructions and store policy and procedures applies store policy and procedures in regard to cash handling and point-of-sale transactions interprets, calculates and records numerical information accurately processes sales transaction information responsibly and accurately according to store policy and procedures applies store policy and procedures in regard to the handling, packing, wrapping and delivery of goods or merchandise.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as: stock, inventory and price lists financial transaction dockets and slips lay-by, credit and product return slips store policy and procedures manuals a range of point-of-sale equipment.
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: observation of performance in the work role play customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, work and job role is recommended, for example: SIRXCCS202 Interact with customers SIRXFIN201 Balance and secure point-of-sale terminal SIRXINV001A Perform stock control procedures SIRXRSK201 Minimise loss.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Store policy and procedures in regard to:	cash handling financial transactions handling techniques of stock operation of point-of-sale equipment sales transactions security.
Point-of-sale documents may include:	credit slips lay-by slips message pads order forms product return slips promotional materials.
Customers may include:	customers with routine or special requests internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Numerical calculations may include:	addition and subtraction calculations of cash amounts and change calculations of discount amounts estimation of quantities measurement multiplication and division percentages.
Point-of-sale transactions may include:	cheques credit cards and store cards EFTPOS exchanges gift vouchers lay-by returns smart cards travellers cheques.
Point-of-sale equipment may include:	cash drawer cash register EFTPOS terminal electronic scales numerical display board scanner security tagging.
Wrapping and packaging materials may include:	adhesive tape bags boxes bubble wrap gift wrapping paper ribbon string.
Delivery methods may include:	courier domestic or international delivery freight parcel pickup post or express post.

Unit Sector(s)

Cross-Sector

Competency Field

Client and Customer Service

SIRXINV005A Control inventory

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
Second Release	Editorial updates

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to control inventory in a retail environment. It involves managing receipt, dispatch and storage of merchandise, and managing stock control.

Application of the Unit

This unit applies to team members at a supervisory level who plan, coordinate and implement activities associated with the receipt, dispatch, storage and movement of merchandise. This includes observing maintenance procedures for storage areas and equipment, according to store policy and procedures and relevant legislation.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Manage receipt, dispatch and storage of merchandise.	1.1.Receive, dispatch and store merchandise according to store policy and procedures. 1.2.Determine cost-effective and efficient methods for goods movement according to store policy. 1.3.Implement maintenance procedures for storage areas and equipment according to store policy.
2. Manage stock control.	2.1.Implement store policy and procedures in regard to stock control and inventories. 2.2.Establish and implement store procedures to monitor and control stock levels. 2.3.Maintain budgeted stock levels. 2.4.Establish and implement stocktaking procedures. 2.5.Establish and implement contingency plans in regard to stock delivery times. 2.6.Document and prepare accurate reports on stock inventories.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.
Required skills
technical skills to use electronic recording equipment time management skills to maintain stock levels according to store policy and procedure requirements literacy and numeracy skills to: maintain stock control reports and documentation process orders maintain delivery and supply records maintain stock distribution records maintain stock recording systems analyse data prepare and present reports
Required knowledge
store policy and procedures in regard to: receipt of goods from suppliers dispatch of goods shrinkage prevention waste controls safety controls secure storage in an appropriate environment equipment used to move stock store systems and equipment for stock recording and control inventory control storage security licensing requirements for operating moving equipment (if applicable) relevant legislation and statutory requirements relevant industry codes of practice Work Health and Safety (WHS) legislation and codes of practice

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: plans, coordinates and implements activities associated with receipt, dispatch, storage and movement of merchandise according to store policy and procedures, including OHS policies and guidelines implements maintenance procedures for storage areas and equipment according to store policy plans, coordinates and implements activities associated with stock control, including: monitoring and controlling stock levels establishing and maintaining stocktaking procedures documenting and reporting on inventories according to store policy and procedures.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: store policy and procedures on inventory control legislation and statutory requirements industry codes of practice WHS legislation and codes of practice access to: a stock control system stock control equipment a team.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of performance in the workplace third-party reports from a supervisor written or verbal questioning to assess knowledge and understanding review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 in the performance criteria is detailed below.
Store policy and procedures in regard to:	receipt of goods from suppliers dispatch of goods shrinkage prevention waste controls safety controls secure storage stock control and inventories.
Equipment may include:	electronic bar coding equipment weighing machines thermometers climate control cold storage units storage fixtures trolley return equipment portable data entry cutting equipment protective clothing.
Stock control may include:	stocktaking monitoring stock levels cyclical counts minimisation of out-of-date stock quality control.
Contingency plans may include:	breakdowns delays floods breakages.
Reports may include:	business documents informal reports stocktake reports.

Unit Sector(s)

Cross-Sector

Competency field

Inventory

SIRXINV404 Manage retail merchandise

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	New unit incorporating some content from SIRXINV004A Buy merchandise.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to conduct market analyses, plan merchandise ranges, procure and rationalise stock, and implement staff merchandise training to maximise profit in a changing retail environment.

Application of the Unit

This unit applies to store and department managers with responsibility for managing the range and quality of merchandise offered, and creating opportunities to improve sales while maximising profits.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Analyse market.	1.1.Identify and analyse store merchandise and marketing policy and procedures to confirm current market position. 1.2.Monitor customer requirements formally and informally in order to evaluate market trends and customer needs. 1.3.Research new products to clarify demand and fit with current market position. 1.4.Identify and evaluate opportunities to adjust merchandise range to improve sales. 1.5.Monitor merchandise range to identify the demand for individual items and seasonal variations. 1.6.Monitor market competition to identify and evaluate changes to merchandise range. 1.7.Measure, analyse and report on existing and potential stock loss and dissipation and their impact on business operations. 1.8.Analyse store or department sales figures to determine contribution rates of different product lines. 1.9.Determine store or department space requirements and brand product mix according to store policy. 1.10.Determine future directions for merchandise ranges according to store policy.
2. Analyse factors affecting stock levels and range requirements.	2.1.Measure, analyse and report on existing and potential stock loss and dissipation and their impact on business operations. 2.2.Analyse store or department sales figures to determine contribution rates of different product lines. 2.3.Determine store or department space requirements and brand product mix according to store policy. 2.4.Determine future directions for merchandise ranges according to store policy.
3. Plan merchandise ranges.	3.1.Develop and implement buying plan, according to outcomes of analysis and store policy. 3.2.Liaise with relevant personnel to coordinate promotional and marketing activities. 3.3.Determine investment levels with reference to previous years’ sales figures, predicted demand and projected gross profit. 3.4.Identify and implement strategies to improve contribution of different product lines to overall sales. 3.5.Determine required stock levels according to peak seasons, special events and supplier lead time. 3.6.Analyse, evaluate and amend merchandise range and sources of supply according to feedback from management, staff and customers.
4. Introduce product ranges.	4.1.Inform relevant personnel of new product ranges and advise on preferred location of merchandise. 4.2.Implement staff training in product knowledge to introduce product range. 4.3.Demonstrate or display new ranges to staff, according to store merchandising plan.
5. Maximise profit.	5.1.Calculate or estimate individual product range contributions against budget and targets. 5.2.Develop and implement product range assessment checks against budget and targets. 5.3.Calculate or estimate overall selling space contributions according to store merchandising plan. 5.4.Determine store pricing policies according to stated net profit margin in store merchandising plan and consumer law.
6. Rationalise stock.	6.1.Review and update stock range at regular intervals. 6.2.Identify stock lines to be deleted and take action to minimise adverse effect on profit. 6.3.Consolidate stock as required to maximise sales potential.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to evaluate and analyse: market trends and projections sales figures and investment levels space requirement communication and interpersonal skills to: ask questions to identify and confirm requirements establish supplier relationships and negotiate supply of goods give instructions liaise with relevant personnel provide feedback and coaching through clear and direct communication provide information and training on product range use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: analyse stock figures calculate and estimate product range contributions develop pricing policies technology skills to use and apply technology, including electronic data interchange (EDI)
Required knowledge
store policy and procedures in regard to: buying current and future stock inventory levels marketing profit margins quality control stock location and allocated areas industry and store information, including: channels of distribution existing and possible new suppliers market competition market needs pricing procedures, including GST requirements range of merchandise available product knowledge relevant legislation, statutory requirements and codes of practice relating to the retail industry

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applies store policy and procedures, industry codes of practice, statutory requirements and regulations in regard to buying, merchandising and marketing practices demonstrates planning, procurement and rationalisation of stock and merchandise ranges interprets market trends and applies them to the store situation to create opportunities to improve sales, while maximising profits trains and communicates information to and from staff or team members in regard to stock, merchandise and service range.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment, including existing merchandise ranges relevant store systems, information and documentation, including: stock management system store or department sales figures merchandise budget information merchandising and marketing policies merchandising plan, including space allocation data merchandise and supplier data sales staff.
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: observation of performance in the workplace customer feedback written or verbal questioning to assess knowledge and understanding review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Store merchandise and marketing policies may include:	current market position store culture target market.
Customer requirements may be monitored by:	observation questionnaires surveys.
Merchandise range may include:	existing stock new stock.
Impact on business operations may include:	budgeting buying ordering patterns planning.
Relevant personnel may include:	frontline staff relevant managers specialist staff supervisors team leaders.
Feedback may be sought and given:	in groups or individually verbally or in writing.
Staff training may include:	off-the-job one-on-one coaching on-the-job any combination of the above.
Staff may include:	fulltime, part-time, casual or contract staff people from a range of social, cultural and ethnic backgrounds people with varying degrees of language and literacy levels.
Stock lines may be deleted due to:	changes in store policy and culture customer requirements fashion trends problems with supply product availability sales performance.
Consolidation of stock may include:	movement of stock between departments or stores.

Unit Sector(s)

Cross-Sector

Competency Field

Inventory

SIRXMER201 Merchandise products

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXMER001A Merchandise products.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to merchandise products within a retail store. It involves the consistent application of store policies and procedures in regard to displaying, merchandising, ticketing, labelling, pricing and storing stock. It also includes the application of correct manual handling, storage and display techniques according to stock characteristics, industry codes of practice, and relevant legislation.

Application of the Unit

This unit applies to frontline retail personnel.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Place and arrange merchandise.	1.1.Unpack merchandise according to store policy and procedures and legislative requirements. 1.2.Place merchandise on floor, fixtures and shelves in determined locations according to work health and safety (WHS) legislative requirements. 1.3.Display merchandise to achieve a balanced, fully-stocked appearance and promote sales. 1.4.Identify damaged, soiled or out-of-date stock and take corrective action as required according to store procedures. 1.5.Place stock range in line with fixtures, ticketing, prices and bar codes. 1.6.Rotate stock according to stock requirements and store procedure. 1.7.Ensure stock presentation conforms to special handling techniques and other safety requirements.
2. Prepare and apply labels and tickets.	2.1.Prepare labels and tickets for window, wall or floor displays according to store policy. 2.2.Prepare tickets using electronic equipment or neatly by hand according to design specifications and store procedures. 2.3.Identify soiled, damaged, illegible or incorrect labels and tickets and take corrective action according to store procedures. 2.4.Use, maintain and store electronic ticketing and labelling equipment according to manufacturer’s instructions and store procedures. 2.5.Place labels and tickets visibly and correctly on merchandise. 2.6.Replace labels and tickets according to store policy.
3. Maintain displays.	3.1.Reset or dismantle unsuitable or out-of-date displays and special promotion areas as directed. 3.2.Assist supervisor in selection of merchandise for display. 3.3.Arrange and face up merchandise as directed and according to layout specifications and load-bearing capacity of fixtures. 3.4.Maintain correct pricing and information on merchandise according to store procedures, industry codes of practice and legislative requirements. 3.5.Identify optimum stock levels and replenish stock according to store policy. 3.6.Remove excess packaging and maintain display areas in a clean and tidy condition.
4. Protect merchandise.	4.1.Identify and apply correct handling, storage and display techniques according to stock characteristics and legislative requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
literacy and numeracy skills to: prepare machine or manual labels and tickets read and interpret store procedures and guidelines read and interpret manufacturer instructions self-management skills to complete tasks in a set timeframe technology skills to operate and maintain manual and electronic labelling and ticketing equipment
Required knowledge
store policies and procedures in regard to: availability and use of display materials correct storage of stock correct storage procedures for labelling and ticketing equipment and materials location of display areas merchandise range merchandising, ticketing and pricing of stock scheduling for building or rotating displays stock replenishment stock rotation store promotional themes, including advertising, catalogues and special offers correct manual handling techniques for protection of self and merchandise principles of display elements and principles of design and trends in retail design relevant WHS regulations, including: manual handling hygiene and sanitation hazardous substances labelling of workplace substances relevant legislation and statutory requirements relating to merchandising product pricing procedures, including inclusion and exclusion of GST relevant industry codes of practice relating to merchandising product

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applies store policies and procedures and legislative requirements in regard to displaying, merchandising, ticketing, pricing and storing stock displays merchandise on floor, fixtures, shelves and display areas, in determined locations, according to special manual handling techniques and other safety requirements prepares display labels and price tickets for merchandise with regard to store policies and procedures operates, maintains and stores a range of ticketing equipment according to: store policy and procedures industry codes of practice manufacturer instructions and design specifications identifies damaged, soiled or out-of-date stock and takes corrective action as required by store procedures and legislative requirements maintains display areas and replenishes stock as required according to store procedures and legislative requirements performs correct manual handling, storage and display techniques.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment a range of ticketing and pricing equipment merchandise for display display materials and props cleaning materials relevant documentation, such as: store policy and procedure manuals on housekeeping, merchandising and WHS manufacturer instructions and operation manuals for electronic ticketing equipment relevant legislation and industry codes of practice.
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: observation of performance in the workplace customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SIRXSLS201 Sell products and services SIRXSLS002A Advise on products and services.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Merchandise may be characterised by:	type brand size customer needs colour price.
Store policy and procedures in regard to:	merchandising of stock preparing and displaying labels and tickets maintaining displays.
Legislative requirements may include:	pricing requirements, including GST requirements industry codes of practice discounted items Australian Consumer law.
Display may include:	setting new displays maintaining existing displays.
Handling techniques may vary according to:	stock characteristics store policy legislative requirements industry codes of practice.
Safety requirements may relate to:	transport, storage and handling of goods hazardous substances labelling of workplace substances.
Preparation of labels and tickets may involve:	pricing gun shelf tickets shelf talkers written labels swing ticketing bar coding price boards header boards.
Special promotion areas may be:	permanent or temporary interior or exterior publicly accessible windows shelves wall fixtures on floor.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXMER303 Coordinate merchandise presentation

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXMER002A Coordinate merchandise presentation.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply knowledge of store merchandising and pricing policy and standards to support and coordinate relevant frontline staff members and ensure that they arrange, present and label or price merchandise according to store requirements.

It also involves informing staff of store merchandise presentation requirements for sales, promotions and special events, and providing feedback to management in regard to improvement of store marketing and promotional activities.

Application of the Unit

This unit applies to frontline visual merchandisers who supervise sales and other staff implementing and maintaining displays according to store merchandising standards.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Instruct and coordinate staff.	1.1.Communicate and demonstrate store display standards and requirements to staff. 1.2.Identify occurrence and timing of promotions and special events and inform staff. 1.3.Identify items to be advertised or promoted, according to store merchandising policy and inform staff. 1.4.Identify appropriate timing for dismantling and disposing of displays and inform staff.
2. Supervise construction and maintenance of presentations.	2.1.Plan and coordinate promotions and special events as directed by management. 2.2.Plan and supervise construction and maintenance of displays in order to achieve balance and visual impact. 2.3.Ensure product or service display information accurately depicts product or service being promoted. 2.4.Ensure displays are completed according to required time schedule, with minimum disruption to customer service and traffic flow. 2.5.Ensure displays are constructed and maintained in a safe and secure manner. 2.6.Regularly monitor replenishment of merchandise and rotation of stock on store displays and take action as required.
3. Implement merchandise pricing.	3.1.Implement store policy and procedures in regard to pricing and ticketing. 3.2.Identify current prices for products and services and amend according to store policy. 3.3.Inform team members of price changes and current pricing policies.
4. Review merchandise presentations.	4.1.Evaluate promotions or special events against sales turnover and store presentation standards. 4.2.Evaluate merchandise presentation against sales turnover and store presentation standards. 4.3.Provide management with feedback in regard to improvement of store marketing and promotional activities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: give instructions provide feedback to management through clear and direct communication provide information to staff share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: prepare machine or manual labels and tickets present and price merchandise read and interpret store policies and procedures observation skills to assess display and presentation compliance with visual merchandising standards technology skills to operate and maintain electronic labelling and ticketing equipment team leadership skills to: instruct and support staff supervise staff activities
Required knowledge
availability and use of materials correct storage procedures for labelling and ticketing equipment and materials load-bearing capacity of fixtures and display areas location of display areas manufacturer specifications for the use of electronic labelling and ticketing equipment occurrence and timing of store promotions, including advertising, catalogues and special offers pricing procedures, including GST requirements principles and techniques of interpersonal communication skills principles of display and design procedure for accessing information and implementing price changes relevant industry codes of practice relating to coordinating merchandise presentation relevant legislation and statutory requirements relating to coordinating merchandise presentation, including Australian Consumer Law relevant work health and safety (WHS) legislation and codes of practice store policies and procedures in regard to: efficient use of resources merchandise range merchandising, pricing and ticketing minimum stock levels required stock rotation and replenishment storage of stock store promotional themes

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: implements and instructs staff regarding store display, merchandising, ticketing and pricing policies and procedures coordinates and monitors display, promotion and presentation of merchandise according to store policies and procedures and legislative requirements identifies products to be advertised or promoted according to store merchandising policies coordinates construction and maintenance of displays within time schedule set in regard to advertising, catalogues, special offers and in-store promotions in a safe and secure manner informs staff of pricing policies, promotions, special events, display standards and requirements, and timing for dismantling and disposing of displays evaluates and reports effectiveness of store merchandising and promotional activities to management and staff as required by store policies and procedures.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment pricing and ticketing equipment merchandise for display display materials and props relevant documentation, such as: store policy and procedures manuals on merchandising WHS requirements manufacturer instructions and operation manuals on electronic ticketing equipment legislation and statutory requirements industry codes of practice a work team.
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: observation of performance in the workplace third-party reports from a supervisor customer feedback answers to questions about specific skills and knowledge.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Display standards and requirements may include:	maintaining existing displays safety setting up new displays ticketing and display signage.
Staff may be:	from a range of social, cultural and ethnic backgrounds from within or outside own work team fulltime, part-time, casual or contract.
Displays may be located in a variety of areas, including:	fixtures on floor interior or exterior permanent or temporary publicly accessible areas shelves walls windows.
Display information may include:	discount information price product brand special guarantees product characteristics, such as: size weight capacity materials.
Customers may include:	internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXMER405 Manage store presentation and pricing

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on SIRXMER004A Manage store presentation and pricing.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply knowledge of store merchandising to plan and manage store promotions, and manage store pricing policies and housekeeping. It includes interpreting and complying with store layout and visual merchandising policies, developing and implementing procedures to manage merchandise pricing, and managing all aspects of store housekeeping, including contingency procedures.

Application of the Unit

This unit applies to frontline retail managers.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Manage store merchandising.	1.1.Define standards for visual presentations and displays and clearly communicate to all staff. 1.2.Ensure store layout and presentation support market position and promote customer flow, according to store visual merchandising policies and plans. 1.3.Develop and implement layout assessment checks and provide feedback to staff. 1.4.Consult floor staff to assess customer response to space allocations.
2. Manage housekeeping.	2.1.Develop and implement store policies and procedures in regard to store housekeeping and maintenance. 2.2.Develop and manage rosters or schedules, ensuring store housekeeping standards are monitored and maintained. 2.3.Initiate contingency plan in the event of merchandise or store presentation problems.
3. Manage store pricing policies.	3.1.Maintain store pricing according to organisation pricing policies and procedures in regard to pricing. 3.2.Maintain accurate information on pricing trends and changes and communicate to relevant staff. 3.3.Develop and implement procedures for pricing according to store policies and legislative requirements.
4. Plan and manage store promotions.	4.1.Manage and implement store policies and procedures in regard to store promotional activities. 4.2.Organise activities in line with anticipated or researched customer requirements. 4.3.Manage promotions in order to achieve maximum customer impact. 4.4.Negotiate arrangements with suppliers in regard to special promotional activities. 4.5.Coordinate store activities to complement complex promotions of shopping centre or retail operation. 4.6.Develop and implement assessment checks to measure effectiveness of promotions. 4.7.Document and report on promotional activities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: ask questions to identify and confirm requirements communicate store standards and expectations to staff consult floor staff negotiate arrangements with suppliers, through clear and direct communication use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy skills to: document results prepare reports prepare rosters research, analyse and interpret a broad range of written material planning and organising skills to develop rosters team leadership skills to: coordinate staff activities develop and implement procedures provide feedback on performance
Required knowledge
pricing procedures, including GST requirements relevant industry codes of practice relating to managing store presentations and pricing relevant legislation and statutory requirements relating to managing store presentations and pricing, including work health and safety (WHS) principles and techniques in: visual merchandising project management store policies and procedures in regard to: advertising and promotions customer demand and market trends housekeeping for premises, fittings, fixtures and equipment layout and presentation pricing or marking down of goods, including risk assessment product quality standards range and availability of new products and services store merchandise and service range store merchandising plan

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: assesses layout and presentation of merchandise against store visual merchandising policies and procedures assesses effectiveness of layout and presentation, according to sales targets and predetermined objectives collaboratively plans, coordinates and implements advertising and promotional activities according to store policies and procedures assesses and reports on effectiveness of advertising and promotions to staff and management according to store policies and procedures collaboratively plans, coordinates and implements pricing activities, according to store policies and procedures collaboratively plans, coordinates and implements housekeeping activities, according to store policies and procedures and WHS legislation, regulations and codes of practice.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail visual merchandising work environment relevant documentation, such as: store policy and procedures manuals store merchandising plan legislation and statutory requirements WHS legislation, regulations and codes of practice a work team.
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: observation of performance in the workplace third-party reports from a supervisor customer feedback answers to questions about specific skills and knowledge.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Visual merchandising policies and plans may include:	market research pricing policy seasonal lines store image store layout and space availability target market.
Store housekeeping and maintenance may include:	equipment fittings fixtures store premises.
Contingency plan may include:	blackout breakages break-in flood, storm or cyclone major spillages.
Organisation pricing policies and procedures may include:	end of season stock goods close to use-by date marking down of slow moving stock pricing policies, including GST requirements soiled or damaged goods.
Legislative requirements may include:	Australian consumer law and fair trading Acts.
Promotional activities may involve:	corporate or locally-based activities dealing with advertising agencies and consultants external and in-store activities.
Promotions may include:	advertising catalogues internet newspapers posters radio or television suppliers website.
Assessment may include:	customer response layout visual impact.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXSLS002A Advise on products and services

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
Second Release	Editorial updates

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply a depth of specialist or general product knowledge and a need for experience and skill in offering advice to customers.

Application of the Unit

This unit applies to team member who develop, maintain and convey detailed and specialised product knowledge to customers and other staff in accordance with store policy and relevant legislation. Specialist sales personnel undertake this function.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

Elements	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. Develop product and service knowledge.	1.1.Develop and maintain product knowledge according to store policy and legislative requirements. 1.2.Convey product knowledge to other staff as required. 1.3.Research and apply comparisons between products and services. 1.4.Demonstrate knowledge of competitors’ product and service range and pricing structure.
2. Recommend specialised products or services.	2.1.Evaluate merchandise according to customer requirements. 2.2.Demonstrate features and benefits of products and services to customer to create a buying environment. 2.3.Apply detailed specialised knowledge of product to provide accurate advice to customers.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.
Required skills
interpersonal skills to: convey product knowledge to staff apply knowledge to provide advice to customers handle difficult customers through clear and direct communication ask questions to identify and confirm requirements share information use language and concepts appropriate to cultural differences use and interpret non-verbal communication literacy skills in regard to: use a range of communication and electronic equipment access relevant product and service information interpret product information interpret store policies and procedures record information numeracy skills to: estimate and calculate costs relevant to pricing products
Required knowledge
specialised product knowledge, including: warranties benefits and features shelf life and useby date storage requirements ingredients or materials contained in product product and ingredient origins care and handling of products corresponding or complementary products and services stock availability store and industry manuals and documentation stock and merchandise range service range store policies and procedures including: procedures for taking orders pricing procedures, including GST requirements relevant legislation and statutory requirements and industry code of practice relating to the retail industry

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: consistently applies store policies and procedures and industry codes of practice in regard to customer service and selling products and services develops, maintains and conveys product knowledge to customers and other staff applies detailed and specialised product knowledge to provide accurate advice according to the needs of the customer.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment a range of stock and merchandise relevant documentation, such as: price lists policy and procedures manuals a range of customers with different requirements a range of communication equipment.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of the candidate in the workplace third-party reports from a supervisor customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 in the performance criteria is detailed below.
Product knowledge may include:	brand options product features and benefits warranties safety features use-by dates handling and storage requirements stock availability price.
Product knowledge may be developed and maintained by:	accessing the internet attending product launches attending product seminars discussions with staff accessing product information booklets and pamphlets.
Store policy and procedures in regard to:	interaction with customers selling products and services.
Legislative requirements may include:	Trade Practices and Fair Trading Acts tobacco laws liquor laws lottery legislation industry codes of practice WHS sale of second-hand goods sale of X and R rated products trading hours transport, storage and handling of goods.
Staff may include:	full-time, part-time or casual under contract people with varying degrees of language and literacy people from a range of cultural, social and ethnic backgrounds people with a range of responsibilities and job descriptions.
Customer requirements may include:	specific brand sizing quality quantity price range usage.
Customers may include:	new or repeat contacts external and internal contacts customers with routine or special requests people from a range of social, cultural and ethnic backgrounds and with varying physical and mental abilities.
Pricing structure may include:	sales reductions pricing procedures, including GST requirements mark-downs.

Unit Sector(s)

Cross-Sector

Competency field

Sales

SIRXSLS201 Sell products and services

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXSLS001A Sell products and services.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to sell products and services in a retail environment.

It involves the use of sales techniques and encompasses key selling skills, from approaching the customer to closing the sale.

It requires a basic level of product knowledge and the recognition and demonstration of verbal and nonverbal communication skills to determine customer requirements, sell the benefits of products and services, overcome objections and close sales.

Personal evaluation is used to maximise sales, according to industry codes of practice, relevant legislation and store policy.

Application of the Unit

This unit applies to frontline sales personnel.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Develop and apply product knowledge.	1.1.Develop product knowledge by accessing relevant sources of information and confirm with relevant staff. 1.2.Apply knowledge of the use and application of relevant products and services in interactions with customers according to store policy and legislative requirements. 1.3.Identify gaps in product knowledge and resolve by accessing relevant sources of information.
2. Approach customer.	2.1.Identify customers by name where possible. 2.2.Develop knowledge of customer buying behaviour by accessing relevant sources of information. 2.3.Determine and apply appropriate timing of customer approach according to store policy and customer behaviour. 2.4.Initiate customer contact according to store policy. 2.5.Convey a positive impression to encourage customer interest according to store policy.
3. Gather and respond to information.	3.1.Apply questioning techniques and listening skills to determine customer buying motives and requirements. 3.2.Interpret and clarify non verbal communication cues. 3.3.Direct customer to specific merchandise according to customer requirements and store policy.
4. Sell benefits.	4.1.Match customer needs to appropriate products and services. 4.2.Communicate knowledge of product features and benefits clearly to customers. 4.3.Describe product use and safety requirements to customers. 4.4.Refer customers to appropriate product specialist as required. 4.5.Answer routine customer questions about merchandise accurately and honestly or refer to senior sales staff.
5. Overcome objections.	5.1.Identify and acknowledge customer objections according to store policy. 5.2.Categorise objections into price, time and merchandise characteristics and consider solutions. 5.3.Offer solutions to customer objections according to store policy. 5.4.Apply problem solving within personal scope of responsibilities to overcome customer objections or refer to senior staff.
6. Close sale.	6.1.Monitor, identify and respond appropriately to customer buying signals. 6.2.Encourage customer to make purchase decisions. 6.3.Select and apply appropriate method of closing sale.
7. Maximise sales opportunities.	7.1.Recognise and apply opportunities for making additional sales according to store policy. 7.2.Advise customer of complementary products or services according to customer’s identified need. 7.3.Review personal sales outcomes and consider strategies to maximise future sales in consultation with relevant staff.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: handle difficult customers verbal and nonverbal communication skills to: question, listen and observe overcome objections and close sale literacy and numeracy skills to: handle payments for goods read product information read store policies and procedures record information weigh and measure goods selling skills to use a range of selling techniques
Required knowledge
customer types and needs, including: customer behaviour and cues customer buying motives demographics, lifestyle and income individual and cultural differences types of customer needs, such as: functional psychological relevant industry codes of practice, legislation and statutory requirements relating to the sale of products and services selling techniques, including: add-ons and complementary sales closing techniques opening techniques overcoming customer objections recognising buying signals using strategies to focus customer on specific merchandise specific product knowledge for area or section store merchandise and service range store policies and procedures in regard to: allocated duties and responsibilities selling products and services and sales performance

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applies product knowledge and uses appropriate sales approach to sell the benefits of products and services, overcome objections and close sales uses questioning, listening and observation skills to determine customer requirements applies store policies and procedures in regard to selling products and services maximises sales opportunities according to store policies and procedures applies industry codes of practice, relevant legislation and statutory requirements in regard to selling products and services evaluates personal sales performance to maximise future sales.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as policy and procedures manuals a range of customers with different requirements a range of merchandise and products appropriate to the retail workplace product labels and sources of product information.
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: observation of the candidate in the workplace customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Product knowledge may include:	features and benefits handling and storage requirements price safety features stock availability use-by dates warranties.
Relevant sources of information may include:	demonstrations internet labels product profiles staff members store or supplier product manuals store tours videos.
Legislative requirements may include:	industry codes of practice liquor laws lottery legislation work health and safety (WHS) sale of second-hand goods sale of X and R-rated products tobacco laws Australian consumer law and fair trading Acts trading hours transport, storage and handling of goods.
Customers may include:	customers with routine or special requests internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Routine customer questions may relate to:	availability features and benefits price and price reductions quality.
Problem solving may be affected by:	resource implications store policies and procedures.
Sales transactions may be completed:	face-to-face online over the telephone.

Unit Sector(s)

Cross-Sector

Competency Field

Sales

SIRXSLS304 Coordinate sales performance

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXSLS003A Coordinate sales performance.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to implement and monitor store policies and procedures and relevant legislation in relation to sales transactions, and to provide feedback to management and staff on sales performance in relation to sales targets and planning.

Application of the Unit

This unit applies to staff with managerial responsibility required to monitor store policies and procedures, and provide feedback to management in relation to sales targets and planning.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Implement sales policies and procedures.	1.1.Implement and monitor adherence to store policy and procedures and relevant legislation in regard to selling. 1.2.Implement and monitor store policy and procedures in regard to sales transactions. 1.3.Monitor team to ensure information is entered into point-of-sale equipment accurately. 1.4.Monitor team to ensure the efficient and safe handling of goods through point-of-sale areas. 1.5.Monitor team to ensure that products and services are matched to customer needs.
2. Provide feedback and coaching to improve implementation of sales policies and procedures.	2.1.Provide individual information and coach sales team members in store policy and procedures and relevant legislation in regard to selling. 2.2.Provide individual information and coach sales team members on the implementation of store policy and procedures in regard to sales transactions. 2.3.Provide support to team members to promote sales and service techniques.
3. Monitor achievement of sales targets.	3.1.Monitor and record individual and department sales targets according to store policy. 3.2.Monitor and record store sales results in line with sales targets and according to store policy. 3.3.Provide feedback to management and staff on sales performance in relation to sales targets and planning.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: ask questions to identify and confirm requirements give instructions provide feedback, coaching and performance analysis through clear and direct communication share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: analyse store, department and individual sales figures process and record information read store policy and procedures
Required knowledge
customer profiles factors that enhance sales performance location of store departments and importance of sales to store performance pricing procedures, including GST requirements principles and techniques of interpersonal communication relevant industry codes of practice relevant legislation and statutory requirements, including: work health and safety (WHS) requirements sustainability requirements stock control procedures store and department sales targets store merchandise and services store policies and procedures in regard to: allocated duties and responsibilities efficient use of resources internal and external customer contact selling products and services

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applies store policies and procedures and industry codes of practice in regard to customer service and selling products and services implements and monitors store policies and procedures in relation to sales transactions, including noncash sales and variations to standard sales transactions provides information and coaching to sales team members to improve sales policy implementation monitors and provides feedback to management and staff on sales performance in relation to sales targets and planning.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: policy and procedures manuals individual and department sales targets and results reporting proforma legislation and statutory requirements a sales team point-of-sale equipment and materials.
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: observation of the candidate in the workplace answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Store policy and procedures in regard to:	allocated duties and responsibilities efficient use of resources internal and external customer contact reporting sales transactions selling products and services.
Relevant legislation may include:	environmental and sustainability legislation industry codes of practice liquor laws lottery legislation WHS pricing procedures, including GST requirements sale of second-hand goods sale of X and R-rated products tobacco laws Australian consumer law and fair trading Acts trading hours transport, storage and handling of goods.
Selling may include:	face-to-face internet telephone.
Sales transactions may include:	cash cheque credit card EFTPOS gift voucher lay-by store card.
Team may include:	fulltime, part-time, casual or contract staff people from a range of cultural, social and ethnic people with varying degrees of language and literacy.
Handling techniques may vary according to:	industry codes of practice WHS stock characteristics.
Customers may include:	customers with routine or special requests internal or external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Feedback to management and staff may include:	business documents email financial reports informal meetings presentations records of store sales reports.

Unit Sector(s)

Cross-Sector

Competency field

Sales

SIRXSLS406 Manage sales and service delivery

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXSLS005A Manage sales and service delivery.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to monitor, maintain and improve sales and service delivery. It involves market research, developing new markets, and marketing products and services within the culture of the overall store policy.

The unit requires the team member to develop and maintain excellence in sales and service delivery by ensuring the provision of a wellresourced working environment for fellow staff. The team member is required to proactively pursue the continuous improvement of operations by seeking, evaluating and reporting feedback from customers and colleagues on sales and service delivery and working conditions; and locating and negotiating adequate supply of stock and other necessary resources according to store policy.

Application of the Unit

This unit applies to staff with managerial responsibility.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Establish and respond to customer requirements.	1.1.Plan and develop strategies to enhance provision of customer service according to store policy. 1.2.Research and analyse customer needs in regard to local geographic and cultural issues. 1.3.Resolve customer complaints referred by staff, according to store policy. 1.4.Monitor sales and service targets and plans to ensure that customer requirements are met, and take appropriate remedial action if required. 1.5.Encourage staff to take responsibility for meeting customer requirements. 1.6.Seek and use feedback from customers to improve future operations.
2. Monitor, maintain and improve sales and service delivery.	2.1.Implement, communicate and review policies and procedures for sales and service delivery on a regular basis. 2.2.Maintain adequate resource allocation for client service provision in line with store policy and procedures. 2.3.Ensure sales and service targets and plans are consistent with quality and functional specifications. 2.4.Communicate sales and service targets and plans to relevant personnel according to implementation schedules. 2.5.Provide feedback to staff on operations and outcomes. 2.6.Take corrective measures to minimise factors that may cause disruption to operations. 2.7.Monitor and evaluate effectiveness of corrective actions for future operational planning. 2.8.Ensure current and accurate records on sales are available to authorised personnel. 2.9.Interpret and act on relevant reports as required.
3. Negotiate supply of goods.	3.1.Negotiate and implement arrangements with suppliers, according to store policies and procedures, and communicate to relevant personnel. 3.2.Authorise and communicate special pricing arrangements and customer payment agreements to relevant staff and management personnel according to store policy. 3.3.Monitor records of suppliers and stock for accuracy and legibility and take appropriate action where necessary. 3.4.Identify and communicate market factors affecting supply to relevant personnel. 3.5.Convey complete and accurate records of negotiations and agreements to appropriate personnel within designated time limits. 3.6.Take immediate corrective action where potential or actual problems with supply are indicated. 3.7.Identify and develop new suppliers to maintain and improve sales and service delivery.
4. Provide productive work environment.	4.1.Establish and maintain a sufficient supply of resources of the necessary quantity and quality to meet customer requirements. 4.2.Regulate and monitor access to and use of resources for maximum efficiency and sustainability. 4.3.Maintain staff working conditions to meet requirements of relevant legislation and store policy. 4.4.Ensure that maintenance frequency and use of equipment conform to recommended schedules and procedures. 4.5.Replace, repair or adapt resources that do not meet requirements as soon as practicable and with minimum disruption to work activity. 4.6.Communicate recommendations for improving conditions to relevant personnel within designated timeframe. 4.7.Maintain complete, accurate records and make them available to authorised personnel.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: ask questions to identify and confirm requirements communicate with staff through clear and direct communication negotiate with suppliers and customers present information share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: calculate costs and pricing arrangements document results estimate volume interpret and maintain data prepare reports research, analyse and interpret a broad range of written material technical skills to use new technology
Required knowledge
customer demand and market trends principles and techniques for: interpersonal communication purchasing and supply specifications stock control product quality standards range and availability of new products and services, especially those with enhanced sustainability features relevant industry codes of practice applicable to the sales environment relevant legislation and statutory requirements, including work health and safety (WHS) requirements applicable to the sales environment store merchandise and service range store merchandising plan store policies and procedures in regard to: efficient and sustainable use of resources pricing procedures, including GST requirements quality assurance and control sales and service delivery stock maintenance and control supply specifications

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: maintains, monitors and evaluates sales and service delivery communicates sales and service targets and plans and provides feedback on operations and outcomes to relevant personnel according to store policy proactively improves sales and service delivery operations interprets and maintains data on sales and services delivery negotiates and arranges supply of goods according to store policy and procedures authorises pricing and payment agreements according to store policy and procedures maintains, monitors and evaluates supply of stock.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: policy and procedures manuals sales and service delivery targets and plans records of sales and service legislation and statutory requirements industry codes of practice WHS legislation and codes of practice suppliers a team.
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: observation of the candidate in the workplace customer feedback research report written or verbal questioning to assess knowledge and understanding review of portfolios of evidence and thirdparty workplace reports of onthejob performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Methods used to analyse customer needs may be:	qualitative quantitative.
Customer may include:	customers with routine or special requests internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Staff may include:	fulltime, parttime, casual or contract staff people from a range of social, cultural and ethnic backgrounds people with varying degrees of language and literacy levels.
Policies and procedures for sales and service delivery may involve:	customer complaints customer service and sales training service standards staff induction staff presentation.
Resource may include:	equipment and technology finances materials people time.
Store policy and procedures in regard to:	interaction with customers interaction with other team members WHS quality assurance and control acquisition and sale of products and services.
Specifications may include:	customer agreements operational means for meeting agreements specific functional duties within the organisation.
Relevant personnel may include:	managers members of own or other work teams supervisors.
Feedback may be sought and given:	in groups in writing individually verbally.
Factors that may cause disruption to operations may include:	operational resources quality of materials supply.
Records may be:	electronic hard copy.
Techniques used to negotiate with suppliers may include:	correspondence email face-to-face contact meetings telephone.
Arrangements with suppliers may relate to:	credit levels delivery partnerships and exclusivity pricing.
Sources of supply may include:	external organisations internal departments and teams internal and external personnel.
Problems with supply may involve:	cost coverage or content quality quantity time schedules or scales.
Relevant legislation may include:	equal employment opportunity and antidiscrimination laws federal, state and local legislation WHS.
Recommendations may be communicated to:	colleagues, specialists, staff from other departments external organisations with a health, safety or environmental responsibility government bodies higherlevel managers subordinates.

Unit Sector(s)

Cross Sector

Competency Field

Sales

SISCAQU001 Test pool water quality

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to conduct pool water tests, record test results and make visual ongoing checks.

This unit applies to those working as pool attendants or aquatic operators in aquatic environments, such as council or commercially operated aquatic and leisure centres. Work is performed according to public health regulatory requirements, organisational policies and procedures, and relevant legislation.

Work may be carried out under supervision or with some autonomy, depending on the individual situation and job role.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Conduct pool water tests.	1.1 Complete routine pool water tests according to public health regulatory requirements. 1.2 Interpret test results and compare with public health regulatory requirements. 1.3 Identify and report pool water test irregularities to appropriate personnel for corrective action. 1.4 Respond to contamination incidents within scope of own role. 1.5 Conduct regular sample collection and initiate corrective actions as required. 1.6 Perform regular visual checks of pool water quality, identify issues and initiate corrective actions when required.
2. Record test results.	2.1 Record pool water test results accurately. 2.2 Update swimming pool log according to aquatic facility specifications.

Foundation Skills

Foundation skills essential to performance in this unit are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU201A Monitor pool water quality

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU001 Test pool water quality

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

test pool water for the following on a minimum of four separate occasions:

free chlorine and/or total bromine

total chlorine

combined chlorine

pH

total alkalinity

cyanuric acid

calcium hardness

total hardness

temperature

perform routine visual checks for pool water quality.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

public health regulatory requirements in the local area

health acts

infectious diseases regulations

dangerous goods act and regulations

work health and safety/occupational health and safety

environmental legislation

local government regulation

roles, responsibilities and limitations of own role

pool water chemistry terms and their meaning:

pH levels

alkalinity

chlorine and or bromine

temperature

calcium hardness

types of pool water tests, their purpose and testing procedures

visual checks made by pool attendants

equipment and resources used for testing pool water quality

responses to contamination incidents.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility with an operating pool.

Assessment must ensure use of:

pool water testing apparatus

public health regulatory documentation

organisational policies and procedures.

Assessment activities that allow the individual to:

conduct regular pool water tests within industry realistic timeframes.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform basic water rescues in indoor or outdoor aquatic venues.

The unit applies to all workers who may be required to perform basic water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate aquatic emergencies.	1.1 Recognise signs and signals of a person in difficulty. 1.2 Assess situation to determine appropriate response in an aquatic emergency. 1.3 Identify and assess immediate hazards and risks to self and others.
2. Apply basic water rescue principles.	2.1 Determine rescue type required and promptly formulate a rescue plan. 2.2 Access and use available equipment, as required. 2.3 Perform basic water rescue techniques according to emergency needs using fitness and strength levels required in own work environment. 2.4 Delegate tasks when required. 2.5 Identify and promptly respond to issues that arise during the rescue. 2.6 Monitor the condition of the casualty and plan a course of action.
3. Communicate incident details.	3.1 Convey incident details accurately to emergency response services. 3.2 Report details of incident to workplace supervisor as appropriate. 3.3 Provide reassurance to bystanders as required. 3.4 Maintain confidentiality of records and information in line with statutory and/or organisational policies.

Foundation Skills

Foundation skills essential to performance in this unit are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify, evaluate and respond to aquatic emergencies according to organisational and legislative requirements

identify and respond to all of the following signs and signals:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

perform the following non-swimming rescues:

reach

rope throw

throw flotation aid

perform the following swimming rescues demonstrating the fitness and strength to tow a person in difficulty at least 10 metres with their mouth and nose above water to a point of safety:

accompanied

wade

non-contact tow

contact tow

incorporate appropriate adjustments for each of the above rescues to ensure safety of self and others.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation, organisational policies and procedures and industry standards in relation to:

the safe conduct of water rescues

accurate completion of incident documentation

common signs and signals of a person experiencing difficulties in the water and possible contributing factors:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use and location of equipment types

non-swimming rescue methods and techniques:

reach

rope throw

throw flotation aid

swimming rescue methods and techniques:

accompanied

wade

non-contact tow

contact tow

issues that arise during rescues and appropriate adjustments to ensure safety of self and others

communication systems used during rescues to inform managers, other employees and emergency services of progress

potential dangers in a range of aquatic environments and how to respond.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment such as an indoor pool, outdoor pool, or shallow water venue.

Assessment must ensure use of:

pool safety equipment:

flotation devices

first aid facilities and equipment

ropes

suitable to perform a reach rescue

participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate water rescue techniques and broader emergency responses in required emergency situation timeframes

communicate with relevant personnel and emergency response services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU003 Maintain aquatic facility plant and equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to make routine checks and complete minor maintenance on aquatic facility plant and equipment.

This unit applies to those working as aquatic operators in various aquatic environments, such as council or commercially operated aquatic and leisure centres. Work is performed according to public health regulatory requirements, organisational policies and procedures, and relevant legislation. Work may be carried out under supervision or with some degree of autonomy, depending on individual situation and job role.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Make routine plant and equipment checks.	1.1 Inspect plant and equipment according to required schedule. 1.2 Conduct safety checks according to manufacturer instructions and safety requirements and local regulation. 1.3 Interpret and accurately record results of routine equipment tests. 1.4 Document the condition of plant and equipment. 1.5 Identify faults and irregularities and report to appropriate personnel.
2. Complete minor maintenance and repairs.	2.1 Interpret and follow maintenance schedules for plant and equipment. 2.2 Identify and select tools and other resources needed to complete work. 2.3 Make work area safe and erect signs and barriers as required. 2.4 Remove, replace and repair faulty and defective equipment or consumables, within designated responsibility. 2.5 Report faults outside scope of own expertise to appropriate personnel.
3. Record and report maintenance and repair activities.	3.1 Record repairs and maintenance activities in required format. 3.2 Notify appropriate personnel of faults rectified.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to	interpret technical information in equipment manuals.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU003 Maintain aquatic facility plant and equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

make routine inspections and complete minor maintenance of the following aquatic facility plant and equipment on a minimum of two occasions according to organisation and local regulatory requirements:

circulation plant

heating, lighting and ventilation systems

power supply and circuits

water supply and drainage systems

electronic and mechanical operations

circuit breakers

batteries and fuses

electrical hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

public health regulatory requirements

health acts

infectious diseases regulations

dangerous goods act and regulations

work health and safety/occupational health and safety

environmental legislation

local government regulation

roles, responsibilities and limitations of own role

organisational policies and procedures for:

incident reporting

use and care of equipment

communication protocols

risk management

accurate reporting of faults and irregularities

timely repair of faulty and defective equipment within designated responsibility

reporting lines

public health and safety implications of unmaintained equipment in aquatic facilities

types of equipment used in aquatic facilities and procedures for:

backwash

filtration

isolation

resources required for the maintenance and management of aquatic facility plant and equipment and procedures for their safe use:

cleaning materials and equipment

hand tools

record keeping materials

spare parts

safety apparatus used for particular types of aquatic facility equipment and its operation.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility.

Assessment must ensure use of:

aquatic plant, equipment and consumables as specified in the Performance Evidence

resources to maintain facility and equipment

organisational policies and procedures

repairs and maintenance documentation.

Assessment activities that allow the individual to:

complete inspections, maintenance and repair activities within workplace time constraints.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU004 Develop and implement pool water maintenance procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement, monitor and evaluate systems and procedures for the maintenance of quality pool water in an aquatic recreation facility.

This unit applies to those working autonomously in aquatic leisure centres or community pools, in roles such as program coordinators, swim school coordinators, recreation coordinators or duty managers. Work is performed according to relevant legislation, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop pool water maintenance procedures.	1.1 Evaluate pool water quality maintenance and treatment needs according to regulatory framework. 1.2 Develop and document systems for pool water maintenance in consultation with appropriate personnel.
2. Implement pool water maintenance procedures.	2.1 Provide accurate and current information and instruction to staff about legislative and technical requirements. 2.2 Delegate testing and treatment tasks according to staff skills. 2.3 Test pool water quality following established procedures. 2.4 Interpret results of tests made by self and others and identify where correction is needed. 2.5 Calculate the amount of chemicals required to correct chemical imbalances in pool water. 2.6 Select and use chemical dosing equipment for treatment of pool water according to manufacturer specifications. 2.7 Monitor pool water quality on ongoing basis, identify issues of concern and respond according to agreed procedures. 2.8 Identify and respond to emergency situations according to agreed procedures. 2.9 Complete accurate documentation
3. Evaluate pool water maintenance procedures.	3.1 Assess effectiveness of pool water maintenance procedures against testing and treatment records. 3.2 Identify and document potential improvements to maintenance procedures. 3.3 Communicate improvements and changes to relevant staff and stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical content of regulatory requirements.

Unit Mapping Information

SISCAQU414A Develop pool water maintenance procedures

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU004 Develop and implement pool water maintenance procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document pool water maintenance procedures that meet regulatory requirements for at least one aquatic facility that incorporate:

monitoring and treatment procedures for:

microbiological levels

disinfectant levels

pH levels

clarity levels

staff training requirements

safety procedures

emergency response procedures

documentation and reporting

implement and evaluate pool water maintenance procedures for at least one aquatic facility

implement emergency procedures in the event of a chemical emergency on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to do the task outlined in elements and performance criteria of this unit:

legislation and industry standards relevant to aquatic facility maintenance with specific focus on local requirements:

work health and safety/occupational health and safety

dangerous goods act and regulations

local government regulations

building codes and regulations

organisational policies and procedures:

standard operating conditions and levels

work health and safety/occupational health and safety

risk assessment and control

handling of hazardous chemicals

emergency response

factors that affect pool water treatment needs in different contexts:

condition of aquatic facility

location

size

nature of services provided

availability of resources

characteristics of water quality:

pH levels

alkalinity

chlorine and / or bromine

temperature

calcium hardness

disinfectant levels

waterborne bacteria and how to enable these to be monitored and controlled safely:

pseudomonas

aeruginosa

consultation and communication mechanisms to develop and implement procedural systems

content considerations for procedure documents:

specific testing and treatment procedures

safety requirements (chemicals, plant and equipment)

emergency response

training requirements

documentation and reporting requirements

water treatment processes:

routine pool water tests

pool water microbiological tests

superchlorination

shock dosing

dechlorination

ozonisation or use of sanitizer

pool water filtration and recirculation

backwashing

manual removal of visible contaminants

features and sources of products for pool water quality maintenance.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment.

Assessment must ensure use of:

a pool for which a maintenance program would be developed

information about pool water quality maintenance to allow the individual to develop a tailored system

organisational policies and procedures

incident reporting documentation

resources to maintain facility and equipment.

Assessment activities that allow the individual to:

implement and monitor pool quality maintenance over time

respond to a chemical emergency situation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU005 Develop and implement aquatic facility maintenance procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate maintenance schedules for an aquatic recreation facility.

This unit applies to those working autonomously at aquatic leisure centres or community pools in roles such as program coordinators, swim school coordinators, recreation coordinators or duty managers. Work is performed according to relevant legislation, organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan maintenance procedures.	1.1 Evaluate operational maintenance needs according to regulatory and business requirements. 1.2 Document uses and condition of the aquatic facility plant and equipment and identify priorities for action. 1.3 Identify potential sources of increased efficiency of the aquatic facility plant and equipment. 1.4 Identify human, physical and financial resources associated with needed maintenance of aquatic facility. 1.5 Integrate maintenance program with asset acquisition and disposal plans. 1.6 Schedule maintenance activities to minimise disruption to facility users and ensure that supplies are available. 1.7 Confirm, document and communicate maintenance procedures and costs according to organisational approval protocols.
2. Implement maintenance procedures.	2.1 Monitor completion of inspection and maintenance schedules. 2.2 Identify and assess failed or unsafe aquatic facility plant and equipment and determine underlying cause within scope of own role. 2.3 Identify and evaluate emergency situations and respond according to local regulatory and organisational procedures. 2.4 Remove defective equipment and/or facilities from operation and complete repairs within designated responsibility. 2.5 Arrange for required repairs to be carried out by qualified and/or licensed contractors and record actions taken. 2.6 Monitor maintenance records and take corrective action as required. 2.7 Communicate maintenance actions to appropriate staff or personnel.
3. Evaluate maintenance procedures.	3.1 Assess the effectiveness of maintenance systems against short and long-term maintenance requirements. 3.2 Identify and use alternative maintenance methods to maintain cost effectiveness. 3.3 Document and communicate improvements and changes to maintenance systems.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical content of regulatory requirements.

Unit Mapping Information

SISCAQU415A Develop aquatic facility maintenance procedures

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU005 Develop and implement aquatic facility maintenance procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document maintenance procedures for at least one aquatic facility, incorporating consideration of:

circulation plant

heating systems

lighting or ventilation systems

disinfection systems

required supplies

servicing and repair

equipment replacement/redundancy

implement and evaluate maintenance procedures for at least one aquatic facility.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and industry standards relevant to aquatic facility maintenance:

work health and safety/occupational health and safety

dangerous goods act and regulations

local government regulations

building codes and regulations

organisational policies and procedures:

standard operating conditions and levels

work health and safety/occupational health and safety

risk assessment and control

handling of hazardous chemicals

emergency evacuation

factors affecting the operating cost of an aquatic facility:

faulty operation

cleaning requirements

consumables

replacements (whole or part)

servicing and repair

utility costs

staff costs

contractor costs

plant and equipment manufacturer specifications in relation to operation, servicing and repair of:

circulation plant

heating systems

lighting and ventilation systems

disinfection systems

supplies

emergency situations that can occur with plant and equipment, and how to respond

project management techniques:

planning and scheduling

consultation and communication

evaluation.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment.

Assessment must ensure use of:

equipment and plant for which the candidate plans maintenance procedures

organisational policies, procedures and budget

equipment operating and maintenance instructions

resources to maintain facility and equipment.

Assessment activities that allow the individual to:

implement and monitor maintenance activity over time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU006 Supervise clients in aquatic locations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise clients in aquatic locations, minimising risk through identifying and responding to potential hazards and emergencies.

This unit applies to those working in aquatic settings or environments such as swimming pools and other aquatic recreation facilities. Work is performed according to best practice principles of aquatic activities, relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify potential hazardous behaviours and situations.	1.1 Access and interpret the organisation’s risk management plan. 1.2 Identify hazardous behaviours and activities of clients. 1.3 Identify clients at risk or those who have specific needs. 1.4 Identify environmental hazards for clients in aquatic facilities or environments.
2. Maintain a safe aquatic facility or environment.	2.1 Promote compliance with safety rules to clients and staff and provide clear information on requirements. 2.2 Identify supervision requirements and select techniques suited to the facility or environment. 2.3 Monitor client behaviour and activities and identify situations that pose a risk to the individual or other facility users. 2.4 Inform clients of unacceptable behaviours and provide clear information about required behaviour. 2.5 Select and use communication and conflict resolution techniques that maximise the chance of positive outcomes. 2.6 Report and document unsafe situations.
3. Assess possible emergency or rescue situations.	3.1 Identify signs of possible casualty or difficulty. 3.2 Assess situation and determine appropriate response to emergency. 3.3 Promptly communicate emergency situation to appropriate personnel. 3.4 Report and document incidents.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU306A Supervise clients at an aquatic facility of environment

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU006 Supervise clients in aquatic locations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify hazardous situations and action appropriate responses to all of the following situations:

inappropriate behaviour

environmental

individual(s) experiencing difficulty in the water

emergency/rescue situations

select and use communication techniques as appropriate to each of the hazardous situations:

clear verbal communication

negotiation

conflict resolution.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

behaviour management

industry standards that enables a low risk environment for client activities and appropriate response to emergencies

hazardous behaviour and activities that pose risks to clients and how to identify and deal with them appropriately:

misusing equipment

swimming in unsafe areas

behaving with disregard for the safety of others or self

diving into shallow water

consuming alcohol or illegal drugs

signs and signals of people experiencing difficulties in the water and how to respond:

lack of movement

arm waving

calling for help

signs and symptoms of physical injury

environmental hazards and how to respond:

weather conditions

reflective glare

water clarity or turbidity

rips

shallow water

characteristics and needs of individuals who are high risk:

overweight

elderly

people with a disability

young children

drug or alcohol effected

weak or non-swimmers

injured swimmers

incidence and features of alcohol related drowning

best practice principles of aquatic rescues:

accepted preventative practice adopted in aquatic industry

guidelines and codes of conduct

culture of life saving

communication techniques

clear communication

negotiation

conflict resolution techniques.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

first aid facilities and equipment

incident reporting documentation

participants using the aquatic facility, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

respond to problems and emergency situations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU007 Perform advanced water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and respond to aquatic emergencies using established rescue procedures.

The unit applies to lifeguards (and others when a lifeguard is not available) who perform advanced water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, first aid, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

HLTAID003 Provide first aid

SISCAQU002 Perform basic water rescues

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate major aquatic emergencies.	1.1 Recognise factors which contribute to aquatic emergencies. 1.2 Recognise signs and signals of aquatic emergency and communicate initial assessment to appropriate personnel. 1.3 Identify appropriate emergency response for the situation and people involved. 1.4 Promote compliance with safety rules of aquatic facility to clients.
2. Respond to aquatic emergency.	2.1 Activate emergency systems and implement strategies for group control. 2.2 Assess factors impacting on the advanced water rescue and formulate a rescue plan. 2.3 Determine appropriate involvement of others, type of rescue required and rescue equipment needed. 2.4 Identify hazards and take appropriate action to prevent further injury to the casualty, self or others. 2.5 Perform an advanced water rescue using established techniques and procedures and safe manual handling techniques.
3. Assess the casualty.	3.1 Observe and assess condition of the casualty. 3.2 Assess vital signs and symptoms of shock and provide appropriate treatment.
4. Organise further emergency care as required.	4.1 Contact emergency services and provide accurate information to obtain required assistance. 4.2 Monitor casualty or arrange further treatment until emergency response team assumes responsibility.
5. Record and report the incident.	5.1 Complete required documentation in agreed format. 5.2 Notify other personnel and statutory authorities of incident as required.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU007 Perform advanced water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and respond to all of the following signs and signals of aquatic emergencies according to organisational and legislative requirements:

call for help

vertical body position

diagonal body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use the following equipment and techniques during rescue situations:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

safe manual handling techniques

demonstrate correct swimming strokes, personal survival and rescue skills:

personal survival and defensive techniques on approach to a casualty

contact tow of both a conscious and unconscious casualty

non-contact tow of a conscious casualty

successfully complete fitness and strength tests:

swim 200 metres in less than 6 minutes without using equipment

retrieve an object from the deepest water within the aquatic environment no greater than 3 metres in depth. If depth is greater than 3 metres assistance may be used e.g. fins

respond in a team to at least two of each of the simulated emergency scenarios contextualised to the candidate’s workplace/aquatic environment:

assist two other team members with the removal of an unconscious person from the water

complete a 25 metre swim and 25 metre non-contact tow of a conscious casualty with assisted landing in less than 1minute 45 seconds

work as a team to perform spinal immobilisation, stabilization and removal of a suspected spinal injury casualty in both shallow and deep water:

immobilise and roll over as per workplace and pool depth

use of available spinal immobilisation equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that enable the safe and appropriate conduct of all activities:

work health and safety/occupational health and safety

duty of care

working with children

communication protocols

rescue and emergency procedures

incident reporting

factors leading to aquatic emergencies:

swimming ability

deep water

shallow water

river currents

surf conditions

strong winds

risk taking behaviour

different aquatic emergencies and appropriate responses:

sudden unconsciousness

spinal injury

drowning

heart attack

severe bleeding

epileptic seizures

severe asthma attacks

factors contributing to aquatic emergencies to enable prompt and accurate assessment of emergency situations:

number of casualties

rescue equipment

number and location of other staff

accepted best practice principles of aquatic rescues

first aid techniques and standards to enable provision of safe and effective response and treatment of casualties

types and characteristics of water rescue equipment used in advanced water rescue to enable safe and effective use:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

role of lifeguards and other personnel during major aquatic emergencies to enable effective emergency responses.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment appropriate to the candidate’s current or intended work role.

Assessment must ensure use of:

CPR mannequins

rescue equipment:

reaching aids

spinal immobilisation equipment

pool rescue equipment (rescue tubes/rings)

suitable participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

respond to realistic in-depth, industry-validated rescue scenarios and simulations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct a broad range of clients in water familiarisation, buoyancy and mobility skills. This involves using drills, activities and games according to best practice principles of aquatic activities.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISCAQU002 Perform basic water rescues

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop lesson plans.	1.1 Consider participant group characteristics and identify water familiarisation, buoyancy and mobility skills to be developed. 1.2 Assess participant readiness. 1.3 Determine appropriate instructional methods to acquire the relevant skills. 1.4 Determine appropriate drills, activities and/or games for the participant group. 1.5 Develop and document lesson plans that incorporate key instructional information.
2. Conduct lessons.	2.1 Allocate sufficient space, assemble resources and check equipment for maintenance requirements. 2.2 Provide clear and accurate instruction on drills, activities and/or games. 2.3 Appropriately introduce participants to the water. 2.4 Demonstrate skills and techniques, and monitor the participation and performance of each participant. 2.5 Observe participant movement through water according to principles of movement in water and adjust or refine individual or group performance, as required. 2.6 Select and use communication techniques that encourage and support participants. 2.7 Modify activity, as required according to participant needs and factors that affect skills acquisition. 2.8 Respond to participants experiencing difficulties and answer questions as required. 2.9 Monitor time and complete drills, activities or games within time allocated. 2.10 Complete lesson documentation.
3. Review and adapt instruction.	3.1 Request and respond to feedback from participants. 3.2 Identify aspects needing further emphasis or attention in future sessions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU308A Instruct water familiarisation, buoyancy and mobility skills

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct water familiarisation, buoyancy and mobility skills according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following aspects of water familiarisation, buoyancy and mobility skills and documents the teaching points, class formations, safety and equipment:

water familiarisation:

entering, leaving and moving through water

getting face wet

submerging and opening eyes under water

regaining a standing position

breathing

buoyancy and mobility:

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

use and modify the following instructional strategies for individuals and groups:

whole skill

whole, progressive part, whole

progressive part

demonstration

command and response

experiential or problem-solving

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction:

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

characteristics of participant groups and appropriate drills for the various characteristics:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

aspects of a body in water:

body position and density

vertical and lateral rotation

balance

forces effecting movement through water and the factors that affect each force:

buoyancy:

density

shape

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

water friction

levers

resistance:

skin

frontal

eddy

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

principles of growth and development to select and sequence appropriate tasks and activities

instructional methods and strategies, how and when they are used:

whole skill

whole, progressive part, whole

demonstration

command and response

experiential or problem-solving

techniques for reluctant participants

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

potential areas of ongoing instructor improvement:

knowledge

instructional skills and techniques

communication techniques that support and encourage participants

group control techniques

principles of movement in water and best practice principles of aquatic activities to enable safe, effective and consistent instruction in buoyancy and mobility skills

water familiarisation, buoyancy and mobility skills to enable accurate and comprehensive instruction to participants

use, care and maintenance of equipment

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise in water familiarisation, buoyancy and mobility skills instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU009 Instruct water safety and survival skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct water safety and survival skills to both children and adults using drills, activities and games.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop lesson plans.	1.1 Consider participant group characteristics and identify water safety and survival skills to be developed. 1.2 Assess participant readiness to acquire the relevant skills. 1.3 Determine instructional methods appropriate to the participant group. 1.4 Determine appropriate drills, activities or games for the participant group. 1.5 Develop and document lesson plans that incorporate key instructional information.
2. Conduct lessons.	2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 2.2 Provide clear and accurate instruction in drills, activities and/or games and confirm understanding. 2.3 Introduce participants to the water in an appropriate manner. 2.4 Demonstrate skills and techniques to participant group. 2.5 Observe and monitor participation and performance of each participant according to principles of movement in water and adjust as required. 2.6 Select and use communication techniques that encourage and support participants. 2.7 Modify lesson as required, according to participant needs and factors that affect skill development. 2.8 Respond to participants experiencing difficulties, and answer questions as required. 2.9 Use techniques to maintain group control. 2.10 Monitor time and complete drills, activities and games within allocated time. 2.11 Complete lesson documentation and progress notes.
3. Review and adapt instruction.	3.1 Request and respond to feedback from participants. 3.2 Identify aspects needing further emphasis or attention in future sessions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU309A Instruct clients in water safety and survival skills

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU009 Instruct water safety and survival skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct water familiarisation, buoyancy and mobility skills to both children and adults according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following water safety and survival skills and documents the teaching points, class formations, safety and equipment considerations:

entering and exiting the water

floating, sculling and treading water

using personal flotation devices (PFD)

recognising casualties

applying self-preservation techniques

non-swimming and swimming rescues

applying survival strokes

use the following drills during instruction:

survival strokes – sidestroke, survival backstroke, survival breaststroke

current accepted industry training

skill correction drills

modified games

use and modify the following instructional strategies for individuals and groups:

whole skill strategies

whole, progressive part, whole strategies

progressive part strategies

demonstration strategies

experiential or problem-solving strategies

command and response strategies

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks

culture of swimming and water safety

characteristics of the different participant groups:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

principles of movement in water:

buoyancy

flotation

hydrostatic pressure

propulsion

lift

drag

turbulence

acceleration

resistance

balance and stability

factors which affect movement in water:

body alignment

balance

core power

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

principles of growth and development to select and sequence appropriate tasks and activities

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

use, maintenance and care of equipment, including:

flotation devices

reaching poles

ropes

group management techniques

communication techniques that support and encourage participants

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment:

flotation devices

ropes

reaching poles

pool safety equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise in water safety and survival skills instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU010 Instruct swimming strokes

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct survival and competitive swimming strokes to a range of clients including children and adults.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation, including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse the strokes of swimming.	1.1 Identify the basic biomechanical principles of the strokes of swimming and break each part into its components. 1.2 Identify observable body movements for each stage of the skill in order of performing importance. 1.3 Identify and document technique checklist.
2. Develop lesson plans.	2.1 Consider participant group characteristics and identify swimming skills to be developed. 2.2 Assess participant readiness to acquire the relevant skills. 2.3 Determine instructional methods appropriate to the participant group. 2.4 Determine appropriate drills, activities and/or games for the participant group. 2.5 Develop and document lesson plans that incorporate key instructional information.
3. Conduct lessons.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate instruction on drills, activities and games and confirm understanding. 3.3 Introduce participants to the water in an appropriate manner. 3.4 Demonstrate skills and techniques to participant group. 3.5 Observe and monitor participation and performance of each participant according to principles of movement in water and adjust as required. 3.6 Select and use communication techniques that encourage and support participants. 3.7 Modify lesson as required according to participant needs and factors that affect skills development. 3.8 Respond to participants experiencing difficulties and answer questions as required. 3.9 Use techniques to maintain group control. 3.10 Monitor time and complete drills, activities or games within allocated time. 3.11 Complete lesson documentation and progress notes.
4. Review and adapt the instruction.	4.1 Request and respond to feedback from participants. 4.2 Identify aspects needing further emphasis or attention in future sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU310A Instruct swimming strokes

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU010 Instruct swimming strokes

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct swimming strokes to both children and adults according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following strokes, and documents the teaching points, class formations, safety and equipment considerations:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

use and modify the following instructional strategies for individuals and groups:

whole skill

progressive part

demonstration

command and response

experiential or problem-solving

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction:

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

codes of conduct

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

principles of growth and development to select and sequence appropriate tasks and activities

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

elements of the following swimming and survival strokes:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

techniques and progressions commonly required for teaching the following swimming and survival strokes:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

major stroke faults and how to appropriately correct them

the aspects of a body of water:

body position and density

vertical and lateral rotation

balance

forces effecting movement in water and the factors that affect each force:

buoyancy:

density

shape

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

water friction

levers

resistance:

skin

frontal

eddy

characteristics of the following participant groups and appropriate drills for the various characteristics:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

conditions, factors and external influences that affect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

use, maintenance and care of swimming instructional equipment

group management techniques

communication techniques that support and encourage participants

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment:

flotation devices

ropes

reaching poles

pool safety equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise during swimming instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU011 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select an appropriate progression of activities to promote the development of infants and toddlers over 6 months of age in an aquatic environment.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop activity plans.	1.1 Consider participant group characteristics and identify motor, cognitive and personal development skills to be developed. 1.2 Determine appropriate water-based activities that promote required skills. 1.3 Plan and structure activities for developmental progression with equipment and resources appropriate to age and stage of development. 1.4 Develop and document activity plans that incorporate key information.
2. Conduct activities.	2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 2.2 Provide clear information to participants and confirm understanding using age-appropriate communication techniques. 2.3 Facilitate experiences that encourage motor, cognitive and personal development. 2.4 Arrange aquatic resources and equipment to provide challenge, choice and encourage independence. 2.5 Provide opportunities to make limited choices and experience consequences of choices. 2.6 Introduce new ideas or activities that build on existing knowledge, skills and interests. 2.7 Encourage caregivers to become actively involved in introducing new aquatic experiences to participants. 2.8 Monitor time and complete activities within allocated time. 2.9 Complete activity documentation and progress notes.
3. Review and adapt instruction.	3.1 Provide clear information to caregivers. 3.2 Seek and respond constructively to feedback and questions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future session in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU311A Foster the development of infants and toddlers in an aquatic environment

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU011 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

promote the development of infants and toddlers according to legal, ethical and organisational requirements

develop and implement at least three activity plans with infants, toddlers and caregivers in aquatic activities using games and activities that promote the following motor, cognitive development and personal development skills:

motor development:

fine and gross motor skills

reflexive movements

disorganised and unstable movements

control of breathing, coughing and swallowing

organised and voluntary movement

coordinated movements with buoyancy, head and breath control

cognitive development:

attention to details/attention span

classification of information

memory

imagination and conceptual development

problem-solving skills

language acquisition

choice and consequences

independence

environmental awareness

personal development:

opportunities to separate from caregivers

encouragement of caregivers to introduce new experiences

select and use communication techniques suited to infants and toddlers

reflect on the following key aspects of instruction

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

principles of session planning to develop activity-specific plans:

expectations and aspirations of parents or caregivers

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents or caregivers

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

temperament and personality characteristics of infants and toddlers:

easy child

slow to warm up child

difficult child

development stages of infants and toddlers:

motor

cognitive

personal development

aquatic activities and games to facilitate motor, cognitive and personal development in infants and toddlers

appropriate use, care and ongoing maintenance of industry relevant equipment and resources.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated warm water pool.

Assessment must ensure use of:

infant and toddler participants with differing needs and expectations

organisational policies and procedures

aquatic equipment and toys.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

conduct activities within industry required timeframes

respond to problems that typically arises when working with infants and toddlers in an aquatic environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU012 Assist participants with a disability during aquatic activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the needs of participants with a disability, assist them to safely enter and exit the water and to provide appropriate support during aquatic activities.

This unit applies to those conducting learn-to-swim and water familiarisation classes in swimming pools or confined natural shallow water venues. Work is performed according to relevant legislation, public health regulatory requirements and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify participant needs.	1.1 Consider participant group characteristics and suitability of environmental features to participant needs. 1.2 Assess the degree and type of support required. 1.3 Determine entry and exit requirements, and appropriate entry and exit points. 1.4 Report any unsuitable environmental features or entry and exit points.
2. Provide aquatic support.	2.1 Select and use communication techniques suited to participants. 2.2 Advise participants and caregivers of location and appropriate use of resources. 2.3 Provide clear information and demonstrations to participants and caregivers and confirm understanding. 2.4 Seek and respond to questions or feedback from participants and caregivers. 2.5 Provide appropriate type and level of support. 2.6 Observe and monitor participant responses and adjust support provided, as required. 2.7 Respond to participants or caregivers experiencing difficulties.
3. Review aquatic support.	3.1 Respond to participant and caregiver concerns, feedback and questions as required. 3.2 Report on resources and aspects needing further emphasis, attention or intervention in future sessions. 3.3 Review own performance and identify areas needing improvement and appropriate strategies as required.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU312A Assist participants with a disability during aquatic activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU012 Assist participants with a disability during aquatic activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide support to at least three clients with different types of disability

correctly use the following physical support techniques:

hands on torso

hands to hands

back hold in vertical or horizontal positions

short arm hold

cradling

carry hold

hip hold

prone hold

prone side hold

assisted entries and exits

select and use communication strategies suited to individual clients, including the following:

active listening

open questioning

non-verbal

visual

sensory

tactile.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational policies and procedures:

work health and safety/occupational health and safety

duty of care

working with children

communication protocols

codes of conduct

best practice principles of aquatic activities

disability specific legislation

current policies and frameworks supporting provision of services to people with a disability

factors affecting support requirements:

physical disability

intellectual or sensory impairment

mobility

fitness

body type and composition

age

environmental features to be considered:

ramps

hoists

steps

surface type

railings

water depth

available water space

aquatic support techniques and their application to different participant requirements, as specified in the Performance Evidence

communication techniques and the need to adapt to specific needs:

clear verbal communication

visual

tactile

use, care and maintenance of equipment used to support people with a disability

first aid and water rescue techniques to enable appropriate responses to participants or caregivers experiencing difficulties

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

participants with a disability to whom services are provided

organisational policies and procedures appropriate to risk management

incident reporting documentation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

respond to typical challenges that arise when providing support to people with a disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU013 Coordinate lifeguard service at an aquatic facility

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement and monitor lifeguard supervision requirements in an aquatic facility according to regulatory requirements.

This unit applies to managers and coordinators in aquatic environments, such as council or commercially operated aquatic and leisure centres, who are responsible for supervising the activities of staff. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify lifeguard supervision requirements.	1.1 Identify and document use of aquatic facility or environment. 1.2 Access and interpret information to establish supervision requirements. 1.3 Allocate resources to meet identified supervision requirements. 1.4 Document details of supervision to be provided.
2. Implement supervision requirements.	2.1 Communicate policies, procedures, roles and responsibilities to staff. 2.2 Identify training requirements, current capability and fill gaps where required. 2.3 Monitor, evaluate, and provide feedback on staff performance. 2.4 Adjust supervision to meet changing requirements. 2.5 Inspect the facility regularly to identify potential risks and take action to minimise within scope of responsibility.
3. Manage emergency situations.	3.1 Communicate emergency procedures to staff. 3.2 Conduct emergency drills according to agreed procedures. 3.3 Assess and manage emergencies according to agreed procedures. 3.4 Contact and use emergency services, as required. 3.5 Record and report incidents.
4. Review and adapt lifeguard operations.	4.1 Evaluate lifeguard operations according to agreed mechanisms. 4.2 Review own performance and seek feedback from stakeholders. 4.3 Review and implement modifications to lifeguard operations in response to feedback.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU416A Coordinate lifeguard service at an aquatic facility

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU013 Coordinate lifeguard service at an aquatic facility

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and document supervision requirements for at least three different operational situations according to regulatory requirements

implement and monitor supervision requirements at an aquatic facility on at least three different occasions, involving at least three of the following situations:

where requirements change without notice

when there are groups of children in the facility

where inflatables are being used

during periods of high use

during periods of low use

assess, manage and report on at least two different emergency situations.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

behaviour management

factors for consideration in planning supervision requirements and regulatory requirements:

level of use

pattern of use

profile of users

nature of the location

human resource management techniques in the context of lifeguard operations:

rostering

performance management

training

potential dangers or hazards commonly encountered in aquatic environments:

misuse of equipment

swimming in unsafe areas

behaving with disregard for the safety of others

facility or environment hazards and how these can be monitored through supervision

factors affecting the classification of emergencies:

nature and size

likely development

availability of support to enable an appropriate response

supervision techniques:

opening and closing procedures

rostering lifeguards

allocating duties and responsibilities

cleaning and maintenance

first aid, emergency and rescue procedures appropriate to the conditions.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic environment.

Assessment must ensure use of:

individuals to whom the candidate provides leadership, training and supervision

organisational policies and procedures appropriate to risk management

incident reporting documentation

Participants to be supervised by lifeguards, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities to allow the individual to:

monitor activities over a period of time

respond to problems typical of lifeguard service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and respond to emergency situations requiring the use of self-contained breathing apparatus (SCBA).

This unit applies to those working at aquatic facilities where chlorine gas is used. The Australian and New Zealand Safety Standard 2927 requires a SCBA to be kept at any public swimming pool or public place where chlorine is stored or used. The Western Australian Code of Practice for the Design, Construction, Operation, Management and Maintenance of Aquatic Facilities imposes conditions on Pool Operators of Group 1 Swimming Pools to hold this Unit of Competence.

With regard to other states and territories, no licensing, regulatory or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate emergency situations.	1.1 Identify emergencies requiring the use of self-contained breathing apparatus. 1.2 Communicate initial assessment of emergency to appropriate personnel and determine an appropriate response.
2. Use self-contained breathing apparatus.	2.1 Check self-contained breathing apparatus unit is operational. 2.2 Fit and operate self-contained breathing apparatus unit according to manufacturer instructions. 2.3 Connect chlorine gas regulator to cylinder or drum installation. 2.4 Perform leak detection test on chlorine gas regulator. 2.5 Record and report details of routine maintenance. 2.6 Isolate chlorine gas equipment in an emergency situation and notify emergency personnel in line with organisational requirements.
3. Check and maintain self-contained breathing apparatus.	3.1 Check self-contained breathing apparatus unit, report faults and take corrective action when required. 3.2 Clear and store the self-contained breathing apparatus unit after use if no maintenance action required. 3.3 Remove, replace or repair faulty equipment and defective parts according to manufacturer instructions and scope of responsibility.
4. Complete post-emergency responsibilities.	4.1 Record and report details of emergency incident according to organisational procedures. 4.2 Evaluate emergency procedures and recommend any changes required to improve response.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical documents such as manufacturer instructions for the use, care and maintenance of self-contained breathing apparatus units.
Numeracy skills to:	determine air supply limits of self-contained breathing apparatus units.

Unit Mapping Information

SISCAQU417A Operate self-contained breathing apparatus in an aquatic facility

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify, evaluate and respond to chlorine gas system operations and emergencies requiring the use of self-contained breathing apparatus according to legislative and organisational requirements on at least two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

codes of practice

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

safe use, care and routine maintenance of chlorine gas equipment

properties of chlorine gas

atmospheric conditions and how they can affect chlorine gas cylinders

responses to emergency situations involving the release of chlorine gas

how to use a self-contained breathing apparatus.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility where chlorine gas is used.

Assessment must ensure use of:

chlorine gas system

a self-contained breathing apparatus

organisational policies and procedures for risk management

incident and maintenance reporting documentation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

respond to emergency situations in industry required timeframes.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCCRD001 Facilitate community recreation initiatives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, deliver and evaluate community recreation initiatives. Community recreation initiatives are diverse in nature and this unit is relevant to any type of community recreation initiative using community development principles around consultation, access and equity. Initiatives can be as targeted as increasing participation in local populations, or as broad as implementing a nationally recognised need within the community.

This unit applies to middle managers and volunteer coordinators who work autonomously in community recreation environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Recreation Development

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop community recreation initiatives.	1.1 Consult with stakeholders to identify community characteristics, needs and expectations. 1.2 Identify community groups with specific requirements. 1.3 Conduct meetings and consultations with community members to confirm needs and expected outcomes. 1.4 Identify barriers and risks to participation and develop appropriate strategies. 1.5 Develop and document strategies for communication and implementation of initiatives. 1.6 Prepare and distribute marketing materials to target group.
2. Deliver community recreation initiatives.	2.1 Identify and organise appropriate resources to implement initiatives. 2.2 Implement delivery strategies that ensure safety of participants. 2.3 Monitor access, participation and safety and adjust initiatives according to responses of specific community. 2.4 Encourage participants to provide feedback on initiatives.
3. Evaluate community recreation initiatives.	3.1 Seek and acknowledge feedback from relevant stakeholders. 3.2 Evaluate relevant components of initiatives against expected outcomes. 3.3 Identify potential areas for improvement and consult with key stakeholders to determine future directions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILL	DESCRIPTION
Writing skills to:	prepare meeting documentation and targeted marketing communication materials.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCCRD001 Facilitate community recreation initiatives

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, deliver and evaluate at least two different recreation initiatives for two different target groups.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that inform planning and delivery of recreation initiatives:

work health and safety

anti-discrimination and equal opportunity

privacy

working with children

communication protocols

principles of social justice and advocacy

social, political, cultural and historical issues relevant to specific communities and groups to a level required to develop appropriate initiatives:

cultural and linguistic diversity

urban, rural or remote location

family systems

schooling

consultation and communication mechanisms for working with communities

resources required for initiatives within an organisation or specific community and how they can be organised:

facilities

equipment

finance

personnel

volunteers

transport

marketing materials

factors that affect participation in community recreation activities for specific communities:

age

cultural and social

physical and intellectual characteristics

family structures

level of literacy and numeracy

financial

time and resource constraints

potential outcomes of initiatives:

increased participation

increased retention level

feelings of inclusiveness

evaluation processes to enable improvements to be made to the program.

Assessment Conditions

Skills must be demonstrated in:

an appropriate facility or venue within a community setting such as a community hall, aquatic or sport centre

a simulated community recreation environment.

Assessment must ensure use of:

participants for the recreation initiative; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation

equipment and resources required for the implementation of the initiative

industry, community or organisational documentation such as community recreation plans, forms relating to resource and equipment, evaluation tools

legislation and organisational policies and procedures in relation to the conduct of recreational activities.

Assessment activities that allow the individual to:

facilitate recreation activities in situations that require the planning and problem solving skills reflective of the workplace.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, safely conduct, and evaluate recreation programs for older persons, including frail and moderately active participants.

This unit applies to those working in environments such as community recreation centres and indoor or outdoor recreation facilities. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Recreation Operations

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish participant needs and expectations.	1.1 Interpret information about participant characteristics, recreational needs and special requirements. 1.2 Encourage participants to articulate their own recreational needs and expectations. 1.3 Make assessments of participant capacity in consultation with relevant support personnel and within scope of own responsibility. 1.4 Identify potential barriers to participation. 1.5 Advise participants of factors preventing participation in a program.
2. Plan recreation programs.	2.1 Determine program activities and strategies appropriate to the context, participant needs and capabilities. 2.2 Assess likely demands of the program on participants in consultation with appropriate support personnel. 2.3 Identify and organise required human, physical and financial resources and support. 2.4 Recognise risks to participant safety and act to eliminate or minimise risks. 2.5 Identify and incorporate injury prevention strategies and support requirements. 2.6 Develop and document program plans that incorporate key information. 2.7 Seek agreement on program plan from relevant staff, participants and organisations as required.
3. Prepare for recreation programs.	3.1 Inspect and confirm set-up of location and equipment; report issues to person responsible. 3.2 Provide clear and accurate instructions and information using communication techniques suited to participants. 3.3 Confirm understanding and encourage participants to seek clarification as required. 3.4 Issue required equipment and aids and provide assistance with fitting where necessary. 3.5 Modify equipment for use by different participant groups. 3.6 Identify emerging risks to participant safety and take action to minimise these.
4. Conduct recreation programs.	4.1 Encourage participants to warm-up and cool-down through demonstration and instruction of safe and appropriate exercises. 4.2 Monitor technique, use of equipment and aids and provide feedback and assistance to participants. 4.3 Select and use communication techniques that encourage and support participants. 4.4 Modify program, as required according to participant needs. 4.5 Use techniques that motivate participants to maintain an appropriate participation rate.
5. Conclude recreation programs.	5.1 Conclude program at a pace appropriate to participants, their level of involvement and duration of the program. 5.2 Inform participants of follow-up programs, sources of information and further recreational opportunities. 5.3 Collect and check issued equipment for damage and wear and report problems to appropriate staff.
6. Evaluate recreation programs.	6.1 Request and respond to feedback from participants and identify further needs. 6.2 Evaluate program components and record outcomes. 6.3 Identify and document potential areas for improvement in future programs. 6.4 Review own performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILL	DESCRIPTION
Reading skills to:	interpret accompanying health documentation as required, using risk stratification processes.
Oral communication skills to:	use active listening and open and closed probe questioning to identify participant needs and preferences.

Unit Mapping Information

SISCCRO303A Plan and conduct recreation programs for older persons

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least three different programs for older people, including both frail and moderately active participants

conduct programs that individually or cumulatively incorporate at least three of the following activity types:

stretching and mobility

strengthening or conditioning

posture

balance

chair-based work

floor work

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements that support and facilitate safe conduct of recreation programs for older participants:

work health and safety/occupational health and safety

privacy and confidentiality

duty of care

equal opportunity and anti-discrimination

sexual harassment

organisational policies and procedures for planning and conducting an recreation programs for older participants:

appropriate use of equipment and venues

work health and safety/occupational health and safety

risk minimisation

privacy

duty of care

extent and limitations of responsibilities

time constraints and scheduling requirements

budget allocation

use of modified equipment

use of aids

screening processes of older persons for entry into programs or activities:

interviews with participants and carers

medical history

physical ability tests

general contraindications for participation

factors affecting participation in programs for older persons

potential types of participant needs and their impact on program planning:

physical

emotional

motivational

program planning techniques and information to be included in plans

psychological stages and impact of ageing on participation in recreation activities and the variations in older people’s abilities

risk analysis processes for assessing the potential impact of a planned recreation program on participant safety:

level of challenge and difficulty

behaviour of other participants

equipment failure

activity specific knowledge to match activities with client needs and capabilities:

suitable exercises for older persons:

stretching and mobility exercises

strengthening or conditioning

confidence building

posture

balance

chair based

floor work

variations in status of participants:

impact of medication

chronological age

physiological age

medical conditions

factors affecting group dynamics, conflict resolution and communication strategies:

verbal

modelling or demonstration

hand or arm signals

braille

modified equipment and aids for older participants and equipment testing and checking techniques

evaluation processes.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated environment.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

modified equipment and aids

industry or organisational documentation such as program plans, forms relating to equipment checks and equipment damage

legislation and organisational policies and procedures in relation to the conduct of programs for older persons

older participants to undertake recreation programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

plan and conduct programs of a duration that reflects current industry practice.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT001 Provide health screening and fitness orientation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify client fitness requirements, administer a pre-exercise health screening questionnaire and advise clients of appropriate fitness programs, services and facilities. This involves using industry endorsed risk stratification procedures when determining the provision of suitable advice regarding services and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Question clients to confirm fitness goals, expectations and preferences. 1.2 Confirm current and past physical activity participation. 1.3 Describe available programs, services and facilities relevant to client needs and expectations.
2. Administer pre-exercise health screening questionnaire.	2.1 Explain purpose of pre-exercise health screening questionnaire and risk stratification to client. 2.2 Provide and administer an industry standard pre-exercise health screening questionnaire to client. 2.3 Discuss client preferences and outcomes of pre-exercise health screening. 2.4 Refer client to medical practitioner or other appropriate professionals for further appraisal as required.
3. Advise benefits of fitness activities and exercise prescription.	3.1 Explain benefits of fitness activities and fitness programs. 3.2 Advise client regarding processes and suitability of relevant activities and programs, as required. 3.3 Document and update records of fitness orientation, pre-exercise screening and advice provided to client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret pre-exercise health screening questionnaire requirements and processes to determine client level of risk interpret pre-exercise health screening questionnaire and accompanying documentation regarding its use, implementation and risk stratification processes.
Writing skills to:	prepare referral letters with appropriate information from client consultation and pre-exercise health screening questionnaire to general practitioners, personal trainers or advanced personal trainers.
Oral communication skills to:	provide client with a justified explanation for referral and identify with the client the appropriate person, such as the client’s general practitioner, for the referral use active listening and open and closed probe questioning to interact with clients in a polite and friendly manner.
Numeracy skills to:	conduct measurements and calculations, such as body mass index within industry standard pre-exercise health screening questionnaire provide clients with advice on appropriate exercise intensity guidelines and heart rate calculations based on pre-exercise health screening questionnaire results.
Problem-solving skills to:	determine need for client referral to a general practitioner or a personal trainer or an advanced personal trainer.

Unit Mapping Information

SISFFIT301A Provide fitness orientation and health screening

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT001 Provide health screening and fitness orientation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include a period(s) totalling at least three hours of fitness orientation and health screening work comprising at least five different client contact sessions and:

use a risk stratification process for each client contact session for clients with differing needs, goals and preferences

conduct calculations and measurements to adequately complete health screening procedures:

waist circumference

waist to hip ratio

body mass index

explain available programs, services and facilities to match each client’s needs, goals and preferences

prepare referral letters with supporting pre-exercise health screening documentation for at least two clients to a relevant medical or appropriate allied health professional when guidance and feedback is required regarding exercise participation

prepare referral letter for at least one client to a more highly qualified fitness professional, such as a personal trainer, when either the:

client requests personal training services

client’s needs, goals and preferences are suited to the scope of practice of a fitness professional more highly qualified than a fitness instructor

interact with all clients in a professional manner

use appropriate communication strategies and organisational channels to collect and handle sensitive information.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements:

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

features and benefits of fitness facilities, exercise programs and services

essential information and protocols for completion of referrals:

client details

rationale for referral

guidance being sought

a copy of the pre-exercise health screening tool

role of medical or allied health professionals for referral processes

role of relevant personnel for referral processes:

personal trainer

advanced personal trainer

considerations to be aware of in the following specific population client presentations:

asthma

children and their developmental stages

continence issues

depression

high cholesterol

hypertension

knee injuries

lower back pain

menopause

metabolic disease or conditions, including diabetes mellitus

neck issues

obesity

older populations and conditions associated with ageing process

osteoarthritis

osteoporosis

overweight

pre and postnatal

rheumatoid arthritis.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated fitness needs and expectations, including new and existing clients.

Assessment must ensure use of:

industry standard pre-exercise health screening questionnaire

informed consent forms

client record forms

referral letter

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to health screening and fitness orientation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT002 Recognise and apply exercise considerations for specific populations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to recognise exercise considerations common to specific population groups. It requires the ability to understand anatomical and physiological considerations and apply that understanding to client exercise participation aimed at improving health-related components of fitness.

This unit applies to fitness instructors working within the industry endorsed scope of practice when providing advice regarding fitness services and referral requirements for clients from the following specific population groups:

children

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups.

This unit does not apply to provision of exercise to higher risk specific population clients, or inappropriate exercise prescription for moderate risk clients.

This unit applies to fitness instructors who typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Incorporate guidance/advice from medical or allied health professionals into the provision of fitness advice/or planning of instruction. 2.3 Develop and document program plans that incorporate key instructional information to target components of fitness, including guidance from medical or allied health professionals if required. 2.4 Explain benefits of exercise and anticipated structural and physiological adaptations as they relate to client goals and needs. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.6 Discuss and confirm client understanding of potential signs and symptoms of intolerance, precautions or contraindications to exercise and recommended precautions.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.6 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.7 Select and use communication techniques that encourage and support clients. 3.8 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.9 Respond to clients experiencing difficulties and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use active listening and open and closed probe questioning to identify specific population client needs and preferences explain course of action, including referral and fitness services, as required.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.
Learning skills to:	maintain current knowledge of specific population requirements within scope of practice.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT002 Recognise and apply exercise considerations for specific populations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use industry endorsed pre-exercise screening tools and risk stratification processes to identify the risk level of at least ten clients across the following specific population groups:

children and adolescents

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups

prepare referral letters to relevant medical or appropriate allied health professionals with supporting pre-exercise health screening documentation for a client from each specific population group

plan, document, implement and evaluate suitable exercise programs within scope of practice for specific population clients:

five clients that don’t require guidance or instruction provided by medical or allied health professionals

five clients in response to guidance or instruction provided by medical or allied health professionals

conduct sessions that incorporate:

appropriate selection and monitoring of a range of gym-based cardiovascular and resistance equipment, according to industry guidelines

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies specific to the population groups

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic ongoing evaluation of outcomes from fitness programs in accordance with the established program goals and industry best practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

child protection

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

industry endorsed risk management protocols, exercise implications and referral requirements

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

precautions to exercise relevant to the specific population in accordance with industry guidelines where applicable

benefits versus risk of participation

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

signs and symptoms of poor exercise tolerance or unstable condition

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

sports physician

typical anatomical and physiological considerations for the following specific population groups:

children

women

older adults

clients with a disability

CALD groups

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

potential or actual effect of the condition on exercise behaviour

exercise adherence strategies.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety services and facilities suitable for specific population clients.

Assessment must ensure use of:

a variety of equipment appropriate for use by specific population clients

organisational policies and procedures related to specific population clients

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

documented session plans with inclusion of identified modifications/adjustments needed

learning and assessment tools validated by an accredited/registered allied health professional with at least two consecutive years experience in clinical practice

specific population clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

develop a variety of exercise programs for specific population clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

provide advice regarding fitness services and facilities for specific population clients

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and:

have a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT003 Instruct fitness programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct and evaluate a variety of fitness programs and circuit sessions aimed at the health-related components of fitness. It involves programming and instruction of cardiovascular, resistance and flexibility programs for low or moderate risk clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document program plans that incorporate key instructional information to target components of fitness. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Select and use communication techniques that encourage and support clients. 3.6 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.7 Respond to clients experiencing difficulties and answer questions as required. 3.8 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from clients. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to program. 4.6 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness industry and equipment manufacturer guidelines interpret pre-exercise health screening results and documentation.
Oral communication skills to:	use active listening and questioning techniques to determine client preferences and offer and explain suitable exercises and programs.
Numeracy skills to:	calculate heart rate and use exercise intensity guidelines, including rate of perceived exertion determine availability and appropriate timing for area use determine safe and effective timing within sessions and programs.
Learning skills to:	maintain current knowledge of fitness training methods and equipment.
Problem-solving skills to:	modify session and program as required with consideration and awareness of expected training adaptations specific to client.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT003 Instruct fitness programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least eight different client contact sessions, and:

plan, document, implement and evaluate at least five fitness programs using the principles of program design to suit the needs of clients with goals related to health-related components of fitness

plan, document, implement and evaluate at least three circuit training sessions with interrelated components

conduct sessions that individually or cumulatively incorporate:

demonstration, explanation, and instruction in the following:

cardiovascular exercises

dynamic warm-up and cool-down components

resistance exercises:

squat

static lunge

push-up

triceps dips

prone back extension

shoulder press

abdominal crunches

bent over row

lateral raise

modified dead lift

prone hover

flexibility exercises – static and dynamic stretches

injury prevention strategies specific to client needs and program

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding fitness programs, sessions and circuit sessions:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

principles of program design:

FITT

overload

progression

specificity

fitness program planning for improvement of health-related components of fitness:

body composition

muscle endurance

muscle strength

cardiorespiratory endurance

flexibility

program design and variables relevant to health-related components of fitness and factors affecting program design

components of a circuit training session plan:

phases:

preparation

conditioning

recovery

adaptation

rest intervals

required equipment

floor plan for equipment arrangement

circuit training session planning considerations and inclusions:

equipment

layout

number of participants

phases of session

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

benefits of fitness sessions and circuit sessions

contraindications and precautions to participation in session, and suitable modification options for participants where the safety of the participant is not compromised

exercises and programming requirements for:

flexibility:

dynamic or active range of motion

static

muscular endurance and strength:

balance and coordination

body weight

equipment

cardiorespiratory endurance

effects of different exercises on the major body systems:

cardiovascular

muscular

nervous

skeletal

methods of monitoring exercise intensity, techniques and progression:

heart rate

rate of perceived exertion

observation of technique

completed sets and repetitions

loads lifted

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance

motivational techniques and exercise adherence strategies.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals..

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to fitness programs and circuit training

industry endorsed risk stratification procedures.

Assessment must ensure use of:

a variety of fitness industry standard equipment:

resistance

free weights

machines

proprioception and stability training equipment

cardiovascular training

an appropriate area for the delivery of circuit training sessions

client record forms

documented session plans with inclusion of identified modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment within a training organisation.

Assessment activities that allow the individual to:

develop a variety of fitness programs over a period of time suitable for ensuring adequate time for the client to achieve several health-related components of fitness goals

demonstrate ability to instruct a variety of circuit sessions, catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of the human body structure and physiology into fitness instruction, programming and provision of fitness advice.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of anatomy and physiology.	1.1 Source and access information on anatomy and physiology relevant to fitness outcomes. 1.2 Use knowledge of anatomy and physiology in day-to-day professional practice. 1.3 Discuss/explain how understanding of anatomy and physiology contribute to safe/optimum technique and skill development. 1.4 Use a wide range of anatomical terminology relevant to injury prevention and fitness outcomes. 1.5 Identify how anatomical structures respond to physical activity. 1.6 Apply a sound understanding of injury prevention techniques to fitness instruction and programming.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of anatomy and physiology may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of anatomy and physiology relevant to development of own professional practice. 2.3 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of anatomy principles.	3.1 Identify and use opportunities to update and expand own knowledge of anatomy and physiology. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex anatomical and physiological information such as anatomical charts and labels on anatomical models.
Problem-solving skills to:	make connections between own practice and conclusions drawn from information about principles of anatomy and physiology.
Learning skills to:	monitor sources of information to expand knowledge base on anatomy and physiology relevant to own practice.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

effectively use knowledge of the following body systems to improve own instructional practice to plan and instruct at least five different client sessions:

cardiovascular

respiratory

musculoskeletal, with attention to:

bone strength

muscle endurance

muscle strength

nervous

digestive

explain and demonstrate:

the major movements of the body, while identifying major muscles

actions of major joints during exercise

relevant information regarding structure and function of skeletal muscle, and process of muscle contraction during exercise

muscle actions and functions during different types of contractions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

anatomical terminology:

anatomical position

superior

inferior

proximal

distal

lateral

medial

superficial

deep

planes of movement – sagittal, frontal, horizontal

movement terminology and muscle actions:

flexion

extension

abduction

adduction

pronation

supination

dorsiflexion

plantarflexion

circumduction

inversion

eversion

structural levels of body organisation:

cells

tissues

organs

organisms

functions of major muscles during exercise and movement:

agonist

prime mover

antagonist

synergist

fixator

types of muscle contractions:

isotonic – concentric and eccentric

isokinetic

isometric

tissue types:

connective

muscle

nervous

epithelial

body systems, their interdependence and contribution to a healthy body:

cardiovascular

musculoskeletal

nervous

digestive

respiratory

structure and function of:

muscles:

types and classifications

global and local muscular systems

major muscle groups

contractibility and activation

nervous system:

nerves and nerve impulses

reflex arcs and relationship to stretching

role of nervous system in different types of training

skeletal system:

types of bones

major bones

bony landmarks

major joints

cardiovascular system:

heart and blood vessel anatomy

circulation pathways

role of blood

oxygen demands of fitness activities

relationships between exercise intensity and circulatory and ventilator responses

respiratory system:

mechanics of breathing

respiratory volumes and relationships to fitness levels and exercise

energy systems, pathways and substrates and relevant recovery options

thermoregulation of the human body:

consideration of the methods of cooling and warming

current environmental conditions

exercises to promote ideal postural alignment and prevent development of pathological postures, with consideration of:

spinal curves

muscle balance

joint alignment.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

anatomical and physiological information and resources

anatomical models or images.

Assessment must ensure use of:

planning and evaluation documentation with inclusion of identified improvements to professional practice

clients for the purposes of explanation and demonstration in instruction; these can be:

clients in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate body system knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT005 Provide healthy eating information

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide healthy eating information and support healthy attitudes to eating and body composition. This is undertaken in accordance with recommended guidelines within industry endorsed scope of practice.

The scope of practice of a fitness instructor does not include:

the provision of specific or individualised dietary analysis or advice, or information regarding:

specific diets

fad diets

nutritional supplementation

sports foods

ergogenic aids

nutrition for exercise or sports performance

the provision of information or advice to people with medical conditions requiring specialised dietary advice, or to frail elderly people who are at risk of malnutrition

the provision of dietary information or advice for infants and toddlers.

The fitness instructor must refer clients to an Accredited Practising Dietitian, Accredited Sports Dietitian, or General Practitioner as appropriate.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide healthy eating information.	1.1 Access and provide information regarding healthy eating, health and fitness to clients. 1.2 Explain adverse effects of poor nutrition to clients. 1.3 Show sensitivity to cultural and social differences influencing food choices. 1.4 Identify and refer clients with specific dietary requirements or dietary concerns to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner, as required. 1.5 Maintain records of client consultations.
2. Support positive attitudes to eating and body composition.	2.1 Discuss with clients the relationship between body composition and physical and mental health. 2.2 Incorporate an understanding of the relationship between attitudes to eating and physical and mental health in client interactions. 2.3 Model healthy eating behaviours and attitudes in personal practice. 2.4 Refer client to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	extract applicable information from identified healthy eating resources.
Oral communication skills to:	use open and closed probe questioning techniques in a sensitive and appropriate manner, to: determine the influences of social and cultural factors on food choices clarify with the client the extent of information requested in order to determine the need to refer to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner.
Learning skills to:	maintain current knowledge of the Australian Dietary Guidelines and any related updates.
Technology skills to:	access, download and print healthy eating information from identified healthy eating guidelines resources.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT005 Provide healthy eating information

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least two hours comprising at least five different client contact sessions, and:

access and provide each client with:

current healthy eating information from identified current healthy eating information resources

information on healthy eating related to the maintenance of health and prevention of chronic disease

answer client queries and concerns regarding interpretation of healthy eating information

collaborate with clients to implement healthy eating habits

identify and prepare referrals for at least five clients to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or General Practitioner as required:

clients who have specific dietary requirements or dietary concerns

clients who need support regarding positive attitudes to eating.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

information to promote positive attitudes to eating and body composition:

relationship between fitness, health and appearance

relationship between healthy eating, physical and mental health

realistic expectations of nutrition and goal attainment

link between healthy eating and common client health conditions

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

relevant current healthy eating information as outlined in the Australian Dietary Guidelines:

food groups and nutrients

balanced diet

own role and limitations in providing healthy eating information

role of Accredited Practising Dietitian, Accredited Sports Dietitian and General Practitioner for referring clients

effects of cultural and social influences on food choices

referral requirements for:

dietary trends

fad or popular diets

nutritional supplementation

sports foods

ergogenic aids

concept of metabolism and the factors affecting metabolism.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated healthy eating and fitness goals.

Assessment must ensure use of:

documented organisational policies and procedures related to providing nutrition information

workplace documents and systems for the documenting of client consultation and referral letters, as required

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation

Assessment activities that allow the individual to:

provide clients with current healthy eating information from identified resources within commercially realistic consultation timing

identify at least five situations whereby the client’s requirements are beyond the scope of a fitness instructor, and refer client to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or General Practitioner, as appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT006 Conduct fitness appraisals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct fitness appraisals, related to the health-related components of fitness. It requires the ability to determine positive behavioural change strategies in preparation for an exercise program and use fitness appraisal equipment according to manufacturer guidelines.

This occurs after the completion of an industry endorsed risk stratification process and the subsequent referral of clients where required.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness goals.	1.1 Clarify significance of fitness appraisal in relation to program development and seek client consent. 1.2 Review pre-exercise health screening, and health assessment procedures as required. 1.3 Discuss client health-related goals and acquire additional client information as required. 1.4 Refer client to a medical or allied health professional as required.
2. Plan and conduct fitness appraisal.	2.1 Determine tools and methods to conduct health and fitness assessments. 2.2 Conduct required health and fitness assessments in a safe and timely manner. 2.3 Implement strategies to overcome client cultural and social differences and behavioural patterns as required. 2.4 Select and use communication techniques that encourage and support the client. 2.5 Monitor client for signs and symptoms of intolerance and discontinue fitness assessments as required. 2.6 Explain results of fitness assessments and recommend an appropriate exercise program. 2.7 Match fitness goals to products and services available in the fitness industry. 2.8 Develop a client profile and record outcomes of appraisal and exercise program recommendations. 2.9 Review individualised exercise goals and implement adjustments to goals due to fitness appraisal results, as required.
3. Evaluate fitness appraisal.	3.1 Request and respond to feedback from client. 3.2 Identify and document aspects needing further attention.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret manufacturer guidelines for the use and maintenance of fitness assessment equipment.
Oral communication skills to:	use active listening and open and closed probe questioning to: elicit information from clients about their needs and expectations consult with clients about fitness goals clarify screening information provided by clients.
Numeracy skills to:	use calculations in fitness testing or assessment methods, such as body mass index and estimations of maximal oxygen consumption from submaximal testing set appropriate timeframes in goal setting work within a time schedule to provide fitness assessments review calculations from pre-test orientation and screening information.
Problem-solving skills to:	determine referral requirements after reviewing pre-exercise health screening information and acquiring any additional health and fitness information from client before fitness appraisal.
Technology skills to:	use fitness assessment equipment and equipment for fitness appraisal.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT006 Conduct fitness appraisals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions, and:

plan and conduct health and fitness appraisals incorporating the following assessments for each client:

cardiorespiratory endurance (submaximal oxygen consumption)

blood pressure

range of movement/flexibility

strength

weight

height

body mass index

waist to hip ratio

girth measurements

use the following fitness appraisal equipment appropriately and safely:

tape measure

scales

sit and reach tools

bicycle, treadmill or rowing ergometer

heart rate monitor

blood pressure equipment – sphygmomanometer

stop watch.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements relevant to:

fitness assessments and collection of client information

negligence and duty of care

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

organisational policies and procedures relevant to:

fitness assessments and collection of personal information

conduct of fitness appraisals

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

features and benefits of fitness facilities, exercise programs and services

role of medical or allied health professionals for referral processes

health-related components of fitness:

body composition

muscle endurance

muscle strength

cardiovascular endurance

flexibility

contraindications and precautions to participation in health and fitness assessments

benefits of fitness appraisal procedures and testing

signs and symptoms of exercise intolerance

interpretation of results from the following health and fitness assessments:

cardiorespiratory endurance (maximal and sub-maximal oxygen consumption)

blood pressure

range of movement/flexibility

strength

weight

height

body mass index

waist to hip ratio

girth measurements

skin fold measurements

methods for measuring exercise intensity:

heart rate response

respiration rate response

rate of perceived exertion

work output

products and services available in the fitness industry that could be used to meet client goals

exercise adherence and behavioural change strategies:

habits

intrinsic and extrinsic motivation

goal setting.

Assessment Conditions

Skills must be demonstrated:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to fitness appraisals

manufacturer guidelines on equipment safety and usage.

Assessment must ensure use of:

client record forms

fitness industry standard appraisal equipment suitable for assessing health-related components of fitness:

heart rate monitor

tape measure

scales

sit and reach tools

bicycle, treadmill, rowing ergometer or step-up box

sphygmomanometer

stop watch

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT007 Instruct group exercise sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct, monitor and evaluate group exercise sessions, with or without music. It requires the ability to plan the selection, sequencing and progression of exercises and appropriate music to ensure safe participation in activities.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop session plans.	1.1 Consider participant group characteristics and identify expected fitness outcomes and session type. 1.2 Determine appropriate phases, exercises or choreography to meet group needs. 1.3 Select and sequence music, as required, according to duration, concepts and phases of session. 1.4 Incorporate motivational techniques to maximise exercise program adherence. 1.5 Develop and document session plans that incorporate instructional information.
2. Conduct session.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group. 2.7 Respond to participants experiencing difficulties and answer questions as required. 2.8 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate session.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Implement modifications to future sessions where relevant to meet participant needs. 3.5 Update session documentation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret manufacturer guidelines to maintain and use equipment.
Numeracy skills to:	use the beat of the music to time sessions, ensure safety and enjoyment, as well as effective exercise monitor intensity of exercise using methods such as heart rate or rate of perceived exertion, if required.
Learning skills to:	maintain current knowledge of group exercise training session methods.
Problem-solving skills to:	manage participant conflicts and behavioural concerns identify participant problems during session and implement modifications required implement injury prevention strategies.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT007 Instruct group exercise sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, instruct and evaluate at least five group exercise sessions

conduct sessions that individually or cumulatively incorporate:

pre-session instructions

safe and effective instructional techniques

modification of exercise options to meet individual needs

music to match participant needs

monitor exercise intensity during every session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

use the following communication skills:

clear verbal communication

modelling and demonstration

use motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding group exercise sessions and group circuit sessions:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

benefits of group exercise sessions

contraindications and precautions to participation in selected group exercise session, and suitable modification options for participants where the safety of the participant is not compromised

industry accepted guidelines and recommendations for determining contra-indications and precautions

potentially harmful practices to be avoided:

hyperextension of joints

exercising while sick

exercising in extremes of temperature

ballistic movements

high impact movements for clients with incontinence or musculoskeletal conditions

intervention strategies:

stopping or modifying the exercise

modifying equipment or its use

variations to group exercise sessions:

choreographed to music

with or without music

with equipment

without equipment

circuit style

freestyle

phases of group exercise sessions:

warm-up:

pulse raise

mobility

main cardiovascular workout:

using aerobic curve

pulse raise

main workout

build down

muscle strength and endurance

flexibility

function and safety of equipment suitable for group exercise to music

motivational techniques relevant to group exercise sessions

current industry guidelines relevant to group exercise sessions

principles of exercise program design:

muscle action

loading and volume

exercise selection and order

rest periods

repetition velocity

frequency

industry recognised repertoire for targeting cardiovascular, strength and conditioning and flexibility goals

the use of music in a group exercise to music session, with consideration of appropriate use of:

beats per minute

rhythm

phrasing

volume

realistic timings of original choreography for sessions, or parts of sessions, and sequencing of choreography to suit session type in regards to:

add on

32 count phrase

verse and chorus

layering

safe and effective exercises and combinations of exercises in group sessions to suit the needs of beginners, intermediate and advanced participants

group management techniques to assist individuals within the group to achieve desired outcomes.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to group exercise and circuit training

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the session:

appropriate music and music equipment, as required

appropriate area for instruction of group exercise sessions

group exercise participants; these can be:

group exercise participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of group exercise sessions:

with and without music

with and without equipment

using music for choreography or motivation, if required

catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT008 Instruct water-based fitness activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct, monitor and evaluate group water-based exercise sessions. It requires the ability to use aquatic exercise and instructional techniques, and hydrodynamic principles to ensure safe and effective fitness outcomes. This unit does not apply to the provision of hydrotherapy.

This involves using industry endorsed risk stratification procedures when determining the provision of suitable advice regarding services and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness or aquatic locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop water-based session plans.	1.1 Consider participant group characteristics and identify expected fitness outcomes and session type. 1.2 Determine appropriate phases, exercises, or choreography to meet group needs. 1.3 Select and sequence appropriate water-based fitness activities for participant group. 1.4 Incorporate motivational techniques to maximise exercise program adherence. 1.5 Develop and document session plans that incorporate instructional information.
2. Conduct water-based session.	2.1 Identify site aspects and pool design that may impact on the conduct of activities. 2.2 Confirm availability of area, assemble resources and prepare environment appropriately. 2.3 Check equipment for maintenance requirements, as required. 2.4 Confirm capacity to independently participate in session. 2.5 Provide clear instructions using effective communication and instructional principles. 2.6 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.7 Modify activity, as required to cater for a multi-level group. 2.8 Explain effects of water on client movement responses. 2.9 Monitor client technique and safety within appropriate hydrodynamic principles, and modify as required. 2.10 Show sensitivity to participant cultural and social differences. 2.11 Respond to participants experiencing difficulties and answer questions as required. 2.12 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate water-based session.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Implement modifications to future sessions where relevant to meet participant needs. 3.5 Update session documentation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret best practice principles of aquatic activities, organisational policies and procedures and legislation requirements.
Numeracy skills to:	maintain timing of exercises appropriate to session ability and, where required, music speed and tempo calculate and monitor intensity of workout for participants, if required.
Learning skills to:	maintain current knowledge of water based fitness activities, training methods and water safety principles and codes of practice.
Problem-solving skills to:	determine how to effectively instruct water based fitness activities from outside of the pool considering hydrodynamic principles which emulate demonstration of exercises at water speed apply principles of hydrodynamics to the adjustment of client aquatic activities and implementation of contingencies when problems arise, or other changes are required such as: client in ability to cope with session, activities, turbulence in water, or level of support provided client requires more energetic movements to achieve a more effective workout.

Unit Mapping Information

SISFFIT310A Plan and deliver water based fitness activities

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT008 Instruct water-based fitness activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least eight different water based fitness sessions and:

plan, instruct and evaluate at least eight water-based fitness sessions:

five on pool deck

three in water

conduct sessions that individually or cumulatively incorporate:

pre-session instructions

safe and effective instructional techniques in water-based fitness:

formations

instructor preservation techniques

visual and verbal cueing

mirror imagine

emulating water movements

anchored and weighted movements

active and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

efficient learning curves

establishing rapport

appropriate teaching positioning in regards to clients, pool and deck, sound system and sun glare

clear and encouraging instructions

modification of exercise options to meet individual needs

appropriate components of water-based circuit training

monitor exercise intensity during sessions using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements in regards to:

work health and safety/occupational health and safety

duty of care

copyright

licensing industry registration

organisational policies and procedures to ensure safety of clients and other facility users in regards to:

overcrowding

ventilation

hygiene

climate control

energy

standards of personal presentation

swimwear and pool footwear

use, care and maintenance of pool equipment

properties of water:

mass

density

viscosity

hydrostatic pressure

forces that act upon the body in water:

buoyancy

resistance

turbulence

propulsion

inertia

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

common barrier to exercise participation

contraindications and precautions that may affect water based participation

participant cultural and social differences and potential impacts of participation

best practice principles of aquatic activities.

Assessment Conditions

Skills must be demonstrated in:

an industry workplace or simulated environment with participants with real or simulated fitness needs and expectations.

Assessment must ensure use of:

an industry workplace or simulated environment with the appropriate environmental features:

indoor or outdoor swimming pool in a controlled environment

swimming pool entry and exit points

wet decks

ramps

steps

bulk heads

surface of pool and concourse

pool floor gradient

water temperature

railings

chemical additives

ambient temperature

safety equipment relevant to local regulatory and organisational policies and procedures

appropriate participant equipment

appropriate organisational documentation and resources such as equipment checklists and session plan templates

appropriate music for instructing water-based fitness sessions:

motivating

themed

phrased and unphrased

appropriate beats per minute

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

documentation such as manufacturer specifications for equipment use and maintenance

legislation, best practice principles, and organisational policies and procedures in relation to aquatic activities.

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of water based fitness sessions:

using industry realistic timeframes

catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT009 Deliver pre-choreographed or prescribed community fitness

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct pre-choreographed community fitness programs according to the training guidelines provided by the program developer. Program evaluation remains the responsibility of the approving authority.

This unit applies to group exercise leaders working in a variety of locations and with a range of clients in diverse environments including aquatic, recreation, leisure, fitness, gym and community centres.

These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for community fitness program delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients.
2. Conduct pre-choreographed community fitness program.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group according to program guidelines. 2.7 Respond to participants experiencing difficulties and answer questions as required.
3. Evaluate program.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training guidelines provided by the program developer.
Learning skills to:	update and maintain knowledge of program requirements.
Planning and organising skills to:	work within time schedules of facilities and program requirements.

Unit Mapping Information

SISFFIT332 Deliver pre-choreographed or prescribed community exercise program

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT009 Deliver pre-choreographed or prescribed community fitness

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three pre-choreographed or prescribed community fitness programs, that individually or cumulatively incorporate:

clear and accurate instructions and pre-session information:

personal introduction

verbal pre-screen

session level outline and demonstration and explanation of exercises

well-timed visual and verbal cueing

class organisation and formation

emergency procedures

appropriate and safe footwear and clothing

rests

correct exercise techniques and breathing

modification of exercise options to meet individual needs

sensitivity to social and cultural differences or needs

regular encouragement and feedback to clients during session

monitor client exercise intensity and appropriateness of exercise using at least one of the following suitable techniques:

talk test

heart rate

breathing frequency

rate of perceived exertion

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding pre-choreographed or prescribed community fitness programs:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

pre-choreographed or prescribed community fitness programs:

benefits

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of program

general characteristics of main cultural and social groups in Australian society and key aspects that relate to client cultural and religious protocols and preferences for exercise

injury prevention strategies to maximise client participation in the program.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers appropriate services and facilities relevant to provision of pre-choreographed or prescribed community fitness programs.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to pre-choreographed or prescribed community fitness programs

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the program

documentation related to pre-choreographed or prescribed community fitness programs

participants in pre-choreographed or prescribed community fitness programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate the ability to instruct pre-choreographed or prescribed community fitness programs catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct pre-choreographed or prescribed group exercise to music classes according to the training guidelines provided by the program developer. Program evaluation remains the responsibility of the approving authority.

This unit applies to group exercise leaders who are required to use appropriately licensed music.

This unit applies to group exercise leaders working in a variety of locations and with a range of clients in diverse environments including aquatic, recreation, leisure, fitness, gym and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for group exercise to music class delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients. 1.4 Determine exercise repertoire or choreography, using appropriate movement terminology and application of relevant anatomical and physiological principles. 1.5 Access, select and sequence music according to training guidelines. 1.6 Prepare movement sequences and choreography.
2. Conduct pre-choreographed group exercise to music class.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group according to program guidelines. 2.7 Respond to participants experiencing difficulties and answer questions as required. 2.8 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate program delivery.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training guidelines provided by the program developer.
Numeracy skills to:	understand beat of music and how to use the beat to time the session to ensure safety and enjoyment, as well as effective exercise.
Learning skills to:	maintain current knowledge of group exercise session methods.
Problem-solving skills to:	manage participant conflicts and behavioural concerns as required identify participant problems during session and implement modifications required implement injury prevention strategies.

Unit Mapping Information

SISFFIT333 Deliver pre-choreographed or prescribed group exercise to music classes

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three pre-choreographed or prescribed group exercise to music classes that incorporate:

pre-session instructions:

verbal pre-screen

personal introduction

type of session

modifications and recovery

spacing and organisation of equipment

safe and effective instructional techniques:

demonstration and explanation of exercise

well-timed cueing

establishing rapport

teaching positioning

session organisation and formation

visual and verbal cueing

communication techniques:

clear verbal communication

body language

mirror imaging

monitoring and encouraging session response

negotiation

conflict resolution

appropriate movement sequences:

combinations

movement breakdown techniques

use of learning curves

modification of exercise options to meet individual needs

regular encouragement and feedback to clients during session

monitor exercise intensity during every session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding pre-choreographed or prescribed group exercise to music classes:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

pre-choreographed or prescribed group exercise to music benefits:

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of session

injury prevention strategies to maximise client participation in the program

potentially harmful practices to be avoided:

hyperextension of joints

exercising while sick

exercising in extremes of temperature

ballistic movements

high impact movements for clients with incontinence or musculoskeletal conditions

intervention strategies:

stopping or modifying the exercise

modifying equipment or its use

variations to pre-choreographed or prescribed group exercise to music classes:

choreographed to music

with equipment

without equipment

phases of pre-choreographed or prescribed group exercise to music classes:

warm-up:

pulse raise

mobility

main cardiovascular workout:

using aerobic curve

pulse raise

main workout

build down

muscle strength and endurance

flexibility

function and safety of equipment suitable for group exercise to music

current industry guidelines relevant to pre-choreographed or prescribed group exercise to music classes

principles of exercise program design:

muscle action

loading and volume

exercise selection and order

rest periods

repetition velocity

frequency

the use of music in a group exercise to music session or group circuit session, with consideration of appropriate use of:

beats per minute

rhythm

phrasing

volume

realistic timings of choreography for sessions, in regards to:

add on

32 count phrase

verse and chorus

layering.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to pre-choreographed or prescribed group exercise to music classes

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the session:

appropriate music and music equipment, as required

appropriate area for instruction of pre-choreographed or prescribed group exercise to music class

group exercise participants; these can be:

group exercise participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace.

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of pre-choreographed or prescribed group exercise to music classes:

with music

with and without equipment

catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT011 Instruct approved community fitness programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct an approved community fitness program designed to promote wellbeing and increase physical activity levels in community groups. Program evaluation is the responsibility of the approving authority.

This unit applies to fitness and recreation program instructors who work with a range of clients in a variety of locations including aquatic, recreation, leisure, fitness, gym and community centres.

No occupational licensing, certification or legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for community fitness program delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients.
2. Conduct approved community fitness program.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment participants. 2.6 Monitor exercise intensity, technique and safety of clients throughout program according to program guidelines. 2.7 Modify activities as required to meet needs and requirements of clients and minimise risk of injury. 2.8 Respond to participants experiencing difficulties and answer questions as required.
3. Evaluate program.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Learning skills to:	update and maintain knowledge of program requirements.
Numeracy skills to:	work within time schedules of facilities and program requirements.

Unit Mapping Information

SISFFIT311A Deliver approved community fitness programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT011 Instruct approved community fitness programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three approved community fitness programs, that individually or cumulatively incorporate:

clear and accurate instructions and pre-session information:

personal introduction

verbal pre-screen

session level outline and demonstration and explanation of exercises

well-timed visual and verbal cueing

class organisation and formation

emergency procedures

appropriate and safe footwear and clothing

rests

correct exercise techniques and breathing

modification of exercise options to meet individual needs

sensitivity to social and cultural differences or needs

regular encouragement and feedback to clients during session

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding community fitness programs:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

approved community fitness programs:

benefits

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of program

general characteristics of main cultural and social groups in Australian society and key aspects that relate to client cultural and religious protocols and preferences for exercise

injury prevention strategies to maximise client participation in the program.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers appropriate services and facilities relevant to provision of an approved community fitness program.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to approved community fitness programs

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the program

documentation related to an approved community fitness program

participants in an approved community fitness program; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate the ability to instruct an approved community fitness program catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT012 Instruct movement programs to children aged 5 to 12 years

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate movement programs for children aged between five and twelve years. It requires the ability to supervise young children in small groups participating in movement programs designed to promote functional movement, physical activity and general health.

This unit does not apply to the instruction of children in the use of fitness or gym equipment typically found in gyms and other fitness facilities.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the movement requirements of children.	1.1 Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques. 1.2 Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program. 1.3 Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers. 1.4 Refer children to medical or allied health professionals as required. 1.5 Select and use appropriate baseline functional activity assessments, as required.
2. Plan movement session.	2.1 Determine type of training, training methods and equipment required to achieve movement program goals. 2.2 Identify and discuss the need for parent/carer assistance and/or attendance during the session. 2.3 Select suitable functional movement activities and games for active play to meet participant needs. 2.4 Determine instructional techniques appropriate to participants. 2.5 Develop and document movement session plans that incorporate consideration of precautions and instructional information.
3. Instruct movement session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers. 3.3 Demonstrate movement techniques, activities or games including equipment where appropriate. 3.4 Monitor participation and provide children with assistance to perform movements, activities or games as required. 3.5 Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation. 3.6 Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required. 3.7 Identify signs of intolerance during movement activity and modify or cease as appropriate. 3.8 Respond to children and parents and/or carers questions as required. 3.9 Complete movement session documentation.
4. Evaluate movement session.	4.1 Monitor and evaluate movement session at appropriate intervals. 4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to future sessions with parent and/or carer. 4.6 Document and update records of evaluation and modification.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures to determine and confirm roles and responsibilities in regards to movement program and supervision of children within the fitness facility or organisation.
Oral communication skills to:	provide accurate information to children and parents and/or carers interact with children and parents and/or carers in an appropriate manner encourage participants in a manner appropriate to child’s age and understanding.
Numeracy skills to:	work within time schedules of facilities and program requirements allow sufficient time for children to complete movement games or activities, whilst maintaining suitable timing of session.
Planning and organising skills to:	select and prepare appropriate movement repertoire, games and equipment for movement sessions suitable to the needs, coordination, size and abilities of young children.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT012 Instruct movement programs to children aged 5 to 12 years

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate at least five suitable movement programs based around active play and promotion of movement experience for children

conduct small group movement sessions that incorporate:

use of industry endorsed pre-exercise screening or assessment procedures for children prior to participation

functional movements, games and play that reflect appropriate developmental stages of children:

throwing

jumping

kicking

running

skipping

hopping

climbing

demonstration, explanation, and instruction of activities and games relevant to age group

suitable order and sequence of activities

appropriate session structure variations

suitable duration, intensity, volume

appropriate equipment, if applicable

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

movement correction, as required

modify movement programs, addressing at least two of the following:

feedback received from children, parents and/or carers

signs and symptoms of intolerance

physical changes and health conditions

accommodation of the social changes that occur with children.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

working with children and vulnerable people

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

signs and symptoms of exercise intolerance and appropriate management strategies

anatomy and physiology related to children:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children to enable effective planning of programs and selection of games or activities:

physical

social

emotional

principles of exercise program design to enable development of a program for a specific age group

signs and symptoms of injuries typical to children aged twelve years and under:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

appropriate considerations for the selection of exercise repertoire relevant to stages of growth and development, age variation and risk of injury to participants incorporating:

contraindications and modifications

variations to provide different intensities

level of participant skill required

potential for combinations

movement implications of age and stages of growth and development:

changes in growth rate

effect of exercise on:

growth and development

social development

coordination and motor development

behavioural change and social needs

physiological characteristics of the child through developmental stages

communication and instructional skill difficulties

movement requirements for different stages of development

injury risks related to movement participation of children:

inadequate skill and physical preparation

overtraining

biomechanics and movement technique

physical and mental preparation

fatigue and recovery

suitable alternative options to suggest to parents and/or careers in situations where the child:

cannot participate safely

negatively affects the safety of other participants

has needs beyond the aims of the program

motivational techniques suitable for children:

goal setting

positive feedback

foundation of play in session prescription.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities and equipment suitable for children.

Assessment must ensure use of:

a variety of equipment appropriate for use by children, e.g. balls and skipping ropes

organisational policies and procedures related to working with children

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

an appropriate area for the delivery of movement programs

participants; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT013 Instruct exercise to young people aged 13 to 17 years

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate exercise for young people aged thirteen to seventeen years. It requires the ability to supervise young people using fitness facilities and relevant equipment to promote functional capacity and fitness.

It involves using industry endorsed risk management protocols when determining the provision of suitable exercise services. This may include guidance from relevant medical or allied health professionals.

This unit applies to personal trainers who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work autonomously in controlled and uncontrolled fitness environments.

Work is performed according to relevant legislation including working with children or vulnerable people checks, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify fitness requirements.	1.1 Consider and discuss needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise participant and parent or carer of outcomes of pre-exercise health screening procedures. 1.3 Refer participant to medical or allied health professionals as required. 1.4 Select and use appropriate baseline functional capacity or fitness assessments, as required. 1.5 Identify potential barriers to participation. 1.6 Develop and document client profile for re-evaluation purposes.
2. Plan exercise session.	2.1 Determine type of training, training methods and equipment required to achieve participant goals. 2.2 Gain parent or carer consent for participation in specified exercise program. 2.3 Develop and document program plans that incorporate participant goals, abilities, and stage of growth and development within instructional information. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet participant needs.
3. Instruct exercise session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm participant understanding. 3.3 Demonstrate exercises, techniques and equipment to participant. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Select and use communication techniques that encourage and support participants. 3.6 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.7 Respond to participants experiencing difficulties and answer questions as required. 3.8 Complete session documentation and progress notes.
4. Evaluate exercise session.	4.1 Monitor and evaluate exercise session at appropriate intervals. 4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to future sessions. 4.6 Document and update records of evaluation and modification.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equipment manufacturer guidelines to determine: appropriate use of equipment and facilities to instruct children and adolescents required adaptations to equipment, facilities or exercise to maximise safety, participation and enjoyment of sessions comprehend organisational policies and procedures regarding roles and responsibilities in exercise prescription and supervision of children and adolescents within the fitness facility or organisation.
Oral communication skills to:	provide accurate information to children, adolescents, and parents or carers interact with children, adolescents and parents or carers in an appropriate manner encourage children and adolescents to participate in an active lifestyle and exercise program.
Numeracy skills to:	work within time schedules of facilities and program requirements.
Learning skills to:	maintain knowledge of current industry methods of pre-exercise screening, baseline assessments of fitness and functional capacity and exercise training methods for children and adolescents.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT013 Instruct exercise to young people aged 13 to 17 years

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct age and skill appropriate baseline assessments:

functional motor skills

cardiovascular

strength

agility

flexibility

plan, implement and evaluate at least five fitness programs for young people that reflect appropriate developmental stages, age and ability variations that incorporate:

appropriate selection and monitoring of a range of gym-based cardiovascular and resistance equipment, according to industry guidelines

demonstration, explanation, and instruction of exercises relevant to age group

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

monitoring of client intensity, techniques, posture and safety

technique correction

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding safe and appropriate conduct of exercise for children and young adolescents:

work health and safety/occupational health and safety

duty of care

working with children and/or vulnerable people

privacy

anti-discrimination

organisational policies and procedures in regards to:

industry endorsed risk management protocols, exercise implications and referral requirements

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

equipment use and maintenance

client supervision

incident reporting

exercise programming and progression principles:

FITT

overload

specificity

phasing

warm-up

conditioning

cool down

health-related components of fitness:

cardiorespiratory endurance

muscular endurance

muscular strength

flexibility

body composition

functional exercises for motor skills related to participant needs:

hopping, jumping, throwing, kicking, running, walking, skipping

agility, proprioception, balance, reaction time and speed based exercises

purpose and use of gym equipment:

free weights

pin-loaded resistance equipment

skipping ropes

balls, including medicine and fit balls

resistance bands

mats

cardiovascular equipment, for example treadmill and stepper

anatomy and physiology related to children and adolescents:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children and adolescents to enable effective planning of programs and selection of exercises:

physical

social

emotional

exercise implications of age and stages of growth and development:

changes in growth rate

effect of exercise on growth and development

social development

physiological characteristics of the child through developmental stages

session structures for different ages and/or abilities

coordination and motor development

communication and instructional skill difficulties

behavioural change and social needs

exercise requirements for different stages of development

signs and symptoms of major types of injuries typical to children and young adolescents:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

injury risks related to exercise participation of children and young adolescents

motivational techniques which incorporate:

goal setting

positive feedback

foundation of play in exercise prescription

signs and symptoms of exercise intolerance and appropriate management strategies

the medical and allied health sector to enable appropriate recommendations or referrals be made to parents or carers.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities suitable for youth aged 13-17 years.

Assessment must ensure use of:

a variety of equipment appropriate for use by children and young adolescents

industry endorsed risk stratification procedures

organisational policies and procedures related to working with children

session plan templates with space to identify modifications/adjustments needed

participants aged 13-17 years; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

manufacturer guidelines on equipment safety and usage.

Assessment activities that allow the individual to:

use fitness industry endorsed risk stratification procedures and conduct baseline assessments suitable for adolescents aged 13 years and over:

functional motor skills, i.e. hopping, jumping, throwing, kicking, running, walking, skipping

cardiovascular endurance

muscle strength and endurance

agility

flexibility

body composition, if appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT014 Instruct exercise to older clients

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate exercise for male clients aged forty five and over, and female clients aged fifty five and over. It requires the ability to provide instruction of exercise programs aimed at improving health and fitness for older clients, with consideration of aspects of healthy ageing. It also covers promotion of incidental physical activity to clients to minimise the risk of developing sedentary lifestyle behaviours. It involves using industry endorsed risk stratification procedures when determining the provision of suitable advice and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment.

Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Select and use appropriate baseline functional capacity or fitness assessments, as required. 1.5 Identify common barriers to exercise participation by older clients. 1.6 Recognise and explain benefits of exercise for older populations and the role of exercise in reducing risks associated with ageing. 1.7 Receive guidance from medical or allied health professionals for exercise participation, as required. 1.8 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Identify settings and program considerations that support safe and sustainable exercise participation for older clients. 2.2 Determine type of training, training methods and equipment required to achieve client goals. 2.3 Develop and document program plans that incorporate instructional information and guidance from medical or allied health professionals if required. 2.4 Explain benefits of exercise and anticipated structural and physiological adaptations as they relate to client goals and needs. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.6 Discuss and confirm client understanding of potential signs and symptoms of intolerance contraindications to exercise and recommended precautions.
3. Instruct exercise session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Explain any precautions for exercise relevant to client age, ability and risk status. 3.5 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.6 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.7 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.8 Select and use communication techniques that encourage and support clients. 3.9 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.10 Respond to clients experiencing difficulties and answer questions as required. 3.11 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and evaluate pre-exercise screening and baseline assessment results.
Oral communication skills to:	explain course of action, including referral and fitness services, as required.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT014 Instruct exercise to older clients

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions and:

use industry endorsed pre-exercise screening tools and risk stratification processes to identify the risk level of at least ten older clients

prepare referral letters to relevant medical or appropriate allied health professionals with supporting pre-exercise health screening documentation for at least two older clients

plan, document, implement and evaluate suitable exercise programs within scope of practice for older clients:

three clients that don’t require guidance or instruction provided by medical or allied health professionals

two clients in response to guidance or instruction provided by medical or allied health professionals

conduct sessions that incorporate:

appropriate selection and monitoring of a range of equipment appropriate for the client’s functional ability, according to industry guidelines

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and to minimise the risk of falls

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies

minimise the risk of falls

variations and structure suitable to the needs of the older client

provision of hydration and rest opportunities as required

explanation of the role of exercise and incidental physical activity in prevention of chronic diseases and functional decline that may or may not be associated with ageing and reducing the risk of falls

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic ongoing evaluation of outcomes from fitness programs in accordance with the established program goals and industry best practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

industry endorsed risk management protocols, exercise implications and referral requirements

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

precautions to exercise relevant to the older adults in accordance with industry guidelines where applicable

signs and symptoms of exercise intolerance and appropriate management strategies

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

typical anatomical and physiological considerations for older adults

common barrier to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

methods to overcome barriers to exercise adherence:

goal setting

feedback

healthy habits

health-related components of fitness:

body composition

flexibility

muscle strength

muscle endurance

cardiovascular endurance

awareness of major types of injuries or conditions that may present in older clients that may require referral to a relevant medical or appropriate allied health professional:

sprains

musculoskeletal

cardiovascular

respiratory

other

importance of strength and balance training in falls prevention

exercise considerations in regards to the following components of ageing process, injuries and conditions:

physiological

biomechanical

psychological

behavioural change and social needs

lifestyle and cultural

general population characteristics

awareness of the following injury risks or considerations that may be related to older clients:

inadequate skill and physical preparation

overtraining

biomechanics and exercise technique

physical and mental preparation

poor core and postural awareness

fatigue and recovery

history of falls

incontinence

benefits of exercise related to older populations:

increased muscle mass

maintenance of bone health

joint health

minimising fat levels to prevent disease

improved ability to function in everyday tasks and reduced risk of functional decline that is often associated with ageing

prevention of chronic disease related to sedentary lifestyles and ageing

reduced risk of falls

concepts of healthy ageing

risks of leading a sedentary ageing lifestyle:

falls

low bone density

cardiovascular deficiency.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

organisational policies and procedures related to older clients

manufacturer guidelines on equipment safety and usage.

Assessment must ensure use of:

a variety of equipment appropriate for use by older clients

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

older clients; these can be:

older clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of exercise programs for older clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

provide advice regarding fitness services and facilities for older clients

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT015 Collaborate with medical and allied health professionals in a fitness context

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify situations and conditions requiring guidance from, or the need to work with, medical or allied health professionals. This unit requires the ability to undertake referrals, and interpret and implement instructions from medical or allied health professionals to ensure appropriate exercise planning and delivery within industry endorsed scope of practice.

This unit applies to personal trainers who require guidance from an appropriate medical or allied health professional following industry endorsed pre-exercise screening and risk stratification, or resulting from professional judgement.

These individuals typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Refer to medical or allied health professional.	1.1 Analyse client pre-exercise screening, risk stratification, and relevant fitness testing results. 1.2 Collect relevant health information from client as required. 1.3 Identify need for referral and guidance from medical practitioner or appropriate allied health professional. 1.4 Determine appropriate medical or allied health professional for client referral. 1.5 Obtain informed consent from client for the purpose of sharing client information with health professionals, including referrals. 1.6 Conduct referral in accordance with industry endorsed referral procedures.
2. Receive and respond to referrals.	2.1 Receive guidance from medical or allied health professional. 2.2 Seek verbal or written clarification from medical or allied health professional, if required. 2.3 Clarify recommendations with client and answer queries as required.
3. Deliver and monitor client fitness program.	3.1 Deliver exercise in accordance with guidance received from medical or allied health professional, within industry endorsed scope of practice. 3.2 Monitor client responses to exercise and make appropriate adjustments as required. 3.3 Respond to signs and symptoms of exercise intolerance and take appropriate action within scope of practice. 3.4 Refer client to appropriate medical practitioner or allied health professional if required.
4. Report on client progress.	4.1 Maintain records of client participation and progress. 4.2 Provide feedback to relevant medical or allied health professional in a timely manner using industry endorsed referral reporting procedures. 4.3 Receive further guidance from medical or allied health professional and modify exercise program and delivery as required. 4.4 Provide feedback to client on progress and any recommended adjustments to exercise program.
5. Maintain client records.	5.1 Identify and record information for communication and reporting to relevant medical or allied health professionals. 5.2 Update and maintain current client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and analyse pre-test screening, referral letters, requests and other relevant health information to determine implications for client exercise participation.
Writing skills to:	prepare referral letters using appropriate industry terminology, and inclusion of relevant information from client consultation, as required.
Oral communication skills to:	clarify information collected from client with medical or allied health professional if required determine participant preferences and offer suitable products under the guidance of a medical or allied health professional.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.
Learning skills to:	maintain knowledge of roles of medical and allied health professional suitable for referral of clients.
Initiative and enterprise skills to:	develop professional working relationships with medical or allied health professionals to be able to seek guidance on client needs and refer clients beyond the scope of practice of a personal trainer.
Planning and organising skills to:	select and prepare appropriate exercise repertoire and equipment for exercise sessions under guidance of a medical or allied health professional.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT015 Collaborate with medical and allied health professionals in a fitness context

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare referral letters for at least ten clients across a range of the following appropriate medical or allied health professionals when guidance and feedback is required regarding exercise participation:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports physician

deliver at least five suitable exercise programs in response to guidance or instruction provided by medical or allied health professionals

maintain and store the following professional records:

parental or guardian consent, if relevant

pre-exercise screening results

other client health information

client informed consent

documented guidance provided by medical or allied health professional

clinical test results, as required

fitness test results, as required

exercise program

client participation

provide ongoing clear and constructive feedback to clients and medical or allied health professionals, in a timely manner and in accordance with industry endorsed referral and communication reporting procedures including:

client health and fitness status

program progress

questions and concerns, if any

client response to exercise

client goals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding:

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

business licenses and practices

consumer protection

civil liability law

organisational policies and procedures in regards to:

industry endorsed risk management protocols, exercise implications and referral requirements

confidentiality

privacy

recording client information

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

role of medical or allied health professionals and their areas of expertise to enable appropriate and timely referrals for clients:

sports physician

registered general practitioner

registered physiotherapist

accredited exercise physiologist

occupational therapist

remedial massage therapist

registered chiropractor

registered osteopath

podiatrist

accredited practising dietician

registered psychologist

continence nurse advisor

the Health Practitioner Regulation National Law, Australian Health Practitioner Regulation Agency (AHPRA) and searchable practitioner registers

risk factors requiring client referral in accordance with industry endorsed pre-exercise screening and risk stratification processes

signs and symptoms of exercise intolerance or medical conditions requiring referral to appropriate medical practitioner or allied health professional, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

recent rapid weight change

frequent or persistent headaches

visual problems such as diploplia or visual aura

balance or coordination deficit

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety of services and facilities suitable for working collaboratively with medical and allied health professionals.

Assessment must ensure use of:

a variety of equipment appropriate for use by clients

industry endorsed screening and risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

learning and assessment tools validated by an accredited/registered allied health professional with at least two consecutive years' experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

industry endorsed scope of practice.

manufacturer guidelines on equipment safety and usage

organisational policies and procedures related to working with medical and allied health professionals.

Assessment activities that allow the individual to:

deliver a variety of exercise programs for clients where the personal trainer requires guidance from a medical or allied health professional to work within scope of practice

deliver programs over a period of time, ensuring adequate time to allow for the implementation of required modifications

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT016 Provide motivation to positively influence exercise behaviour

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to promote exercise and incorporate behaviour change strategies into fitness instruction, programming and provision of fitness advice.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of behaviour change strategies.	1.1 Source and access information on motivation and behaviour change relevant to fitness outcomes. 1.2 Use knowledge of motivation and behaviour change in day-to-day professional practice. 1.3 Discuss/explain how understanding of motivation and behaviour change contribute to client commitment and confidence. 1.4 Use a wide range of motivation and behaviour change relevant to fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of motivation and behaviour change may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of motivation and behaviour change relevant to development of own professional practice. 2.3 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of motivation and behaviour change.	3.1 Identify and use opportunities to update and expand own knowledge of motivation and behaviour change. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex motivation and behaviour change information.
Oral communication skills to:	provide guidelines and suggestions tailored to client to increase incidental physical activity and adhere to regular exercise program use open and closed probe questioning with clients to: discuss client needs, expectations and goals acquire information about current exercise behaviour, attitude, perceived barriers to exercise and determinants of exercise adherence determine level of motivation, commitment and confidence to make positive fitness changes.
Problem-solving skills to:	make connections between own practice and conclusions drawn from information about principles of behaviour change.
Planning and organising skills to:	determine lifestyle modifications and strategies to promote behaviour changes and modifications.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT016 Provide motivation to positively influence exercise behaviour

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least three hours comprising at least three different client contact sessions and:

use knowledge of exercise behaviour change strategies to improve own instructional practice to improve exercise adherence of clients:

collect information from each client regarding attitude towards exercise:

belief systems and values

client expectations

coping techniques

social support systems

stage of readiness for change

perceived barriers to exercise participation and adherence

implement behaviour change models

provide guidance relevant to client characteristics

consider personal and situational factors

motivate clients during exercise programs using:

principles of goal setting

arousal control techniques

positive feedback.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures in relation to:

work health and safety/occupational health and safety

confidentiality of client information

ethical considerations

strategies to promote exercise behaviour change:

contracting

prompts

reinforcement

perceived choice

feedback

rewards

self-monitoring

goal setting

social support

decision balance sheet

physical setting

exercise variety

minimised discomfort and injury

group training

enjoyment

periodic fitness and health assessment

progress charts

components of motivation to enable effective assessment of progress:

direction of effort

intensity of effort

persistence of behaviour

role of intrinsic and extrinsic motivation in exercise behaviour

methods of evaluating self-motivation, self-efficacy and stages of change

personal and situational factors that may affect behaviour and/or exercise adherence:

family, cultural and social situation

habits

lifestyle

personality

self concept

stages of change:

pre-contemplation

contemplation

preparation

action

maintenance

relapse

principles of goal setting:

short, medium and long term goals

SMART goals

outcome, process and performance goals

goal achievement strategies

goal support

evaluation and feedback

recording goals

arousal control techniques:

anxiety management

progressive relaxation

stress management

visualisation

self-talk

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

methods of collecting information about client’s attitude towards exercise

scope of practice for a personal trainer.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

motivation and behaviour change information and resources.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

client record forms:

appropriate documentation suitable for acquiring client information regarding exercise and lifestyle factors

appropriate documentation for goal setting and monitoring of client progress and changes

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate motivation and behaviour change knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

improve client exercise adherence and motivate clients within industry realistic timeframes.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT017 Instruct long-term exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct and evaluate long-term exercise programs for clients. It requires the ability to apply the principles of training and program design to achieve goals in relation to health and skill-related components of fitness. It applies to the use of a variety of training techniques and cardiovascular, free weights and contemporary training equipment, in client programs.

This unit does not cover exercise prescription or instruction of uncontrolled movements. The personal trainer must only implement instruction and monitoring of power exercises that are controlled and only in situations where the client is prepared. This unit does not apply to the use of Olympic lifts.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness goals.	1.1 Discuss client health-related and skill-related goals. 1.2 Explain the need to incorporate an increase in physical activity and a decrease in physical inactivity, as required, to clients. 1.3 Conduct pre-exercise health screening, and health assessment procedures as required. 1.4 Explain training adaptations expected when participating in long-term exercise program. 1.5 Develop objectives for long-term program and each phase of program, in consultation with client where required.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document a long-term exercise plan that incorporates key instructional information. 2.4 Develop customised and contemporary training sessions to meet client specific needs.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate exercise instruction and confirm client understanding. 3.3 Demonstrate skills and techniques to client. 3.4 Observe and monitor participation and performance of client and adjust as required. 3.5 Select and use communication techniques that encourage and support client. 3.6 Monitor client for signs and symptoms of intolerance. 3.7 Seek feedback from client during exercise sessions. 3.8 Modify session as required, according to specific fitness outcomes, or for safety, using consideration of basic mechanics. 3.9 Respond to clients experiencing difficulties, and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Identify aspects needing further emphasis or attention in future sessions. 4.4 Review own performance and identify areas needing improvement. 4.5 Implement modifications to future instruction and discuss changes to the client’s long-term exercise plan. 4.6 Maintain and store records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	develop and maintain detailed structure and layout of long-term exercise programs.
Oral communication skills to:	use active listening and questioning techniques to: identify clients’ specific long term needs confirm objectives of long-term exercise program.
Numeracy skills to:	select and calculate training volumes interpret and use calculations to assess fitness levels interpret fitness testing and performance results from equipment.
Learning skills to:	maintain current knowledge of contemporary exercise equipment and methods of training.
Problem-solving skills to:	modify session and program as required with consideration and awareness of expected training adaptations specific to client.
Initiative and enterprise skills to:	provide training programs and exercises that are current and maintain the interest of clients.
Technology skills to:	use a variety of exercise equipment including electrical and non-electrical.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT017 Instruct long-term exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include a period(s) totalling at least ten hours comprising at least ten different client contact sessions and:

plan, implement and evaluate at least five long-term exercise programs using the principles of program design to suit the needs of clients with goals related to a combination of health- and skill-related components of fitness

conduct sessions that individually or cumulatively incorporate:

use of a variety of all of the following equipment:

cardiovascular

free weight

gym

contemporary exercise equipment

demonstration, explanation, and instruction in the following:

cardiovascular, with and without electrical or non-electrical equipment

resistance, using body weight, free weights and contemporary fitness equipment, and a combination of compound and isolation exercises

flexibility – static, dynamic and proprioceptive neuromuscular facilitation (PNF)

injury prevention strategies specific to client needs and program

competition or performance strategy into at least one of the programs

exercises to develop:

skill

agility

proprioception

balance

coordination

reaction time

controlled power movements, for example in plyometric-style exercises

modify at least three existing exercise plans for clients, addressing at least four of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

document exercise plans and exercise programs for all clients using clear and structured forms.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

long-term exercise program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in client programs

program design and variables relevant to the combination of health- and skill-related components of fitness in the client’s program:

muscle actions

loads and volumes

exercise selection and order

rest periods

repetition velocity

frequency

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and long-term exercise programming:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and overtraining such as unusual fatigue

physiological changes that occur from long-term exercise training:

cardiovascular changes

energy system and substrate utilisation

nervous system changes

pulmonary changes

thermoregulation.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated long-term health and fitness goals.

Assessment must ensure use of:

a variety of cardiovascular (electrical or non-electrical) equipment, free weights, such as barbells, dumbbells and plates, and contemporary equipment, such as fit balls

resistance training methods that are aimed at a variety of client goals, such as muscle hypertrophy and muscle strength

clients that are considered capable of participating in exercise sessions from long-term exercise programs with:

cardiovascular training methods, such as continuous and interval training

resistance training methods using body weight, free weights and contemporary exercise equipment

stretching techniques that involve the client performing the stretches independently and the use of the fitness trainer’s skills to conduct partner-based PNF stretching

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to the conduct of long-term exercise programs.

Assessment activities that allow the individual to:

develop a variety of long-term exercise programs over a period of time suitable for ensuring adequate time for the client to achieve several health- and skill-related components of fitness goals.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT018 Promote functional movement capacity

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess client movement and exercise capacity and develop an appropriate exercise program. It requires the use of functional movement knowledge in day-to-day professional practice to encourage healthy posture, effective movement patterns and safe exercise technique for clients.

This unit applies to personal trainers who offer exercise programs to improve functional movement for general populations, including older adults and young people. These clients are those with no unstable health conditions, pain or injury as identified through industry endorsed pre-exercise screening and risk stratification protocols.

This unit does not apply to the provision of postural assessment, advice or treatment for an injury, disease or condition. The personal trainer is expected to refer clients requiring guidance, advice or treatment to an appropriate allied health professional.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of functional movement.	1.1 Source and access information on functional movement relevant to fitness outcomes in line with accepted movement and exercise technique standards. 1.2 Use knowledge of functional movement in day-to-day professional practice. 1.3 Discuss/explain how understanding of functional movement contributes to safe/optimum technique and skill development. 1.4 Use a wide range of functional movement terminology relevant to injury prevention and fitness outcomes.
2. Inform clients of importance of functional movement.	2.1 Review pre-exercise health screening, risk stratification, and health assessment procedures as required. 2.2 Discuss client health-related goals and acquire additional client information as required. 2.3 Refer client to a medical or allied health professional as required. 2.4 Discuss importance of identifying postural variances and explain relationship between posture and injury prevention to clients. 2.5 Provide information about common causes of poor posture and movement capacity to client. 2.6 Inform clients of legal and ethical limitations of a personal trainer.
3. Recognise and analyse client functional movement.	3.1 Provide clear and accurate instruction and demonstration during relevant movements and exercises. 3.2 Explain the importance of functional movement and correct technique and dynamic posture during exercise. 3.3 Observe functional movement, range of movement and exercise capacity to identify any joint mobility or movement restrictions. 3.4 Observe strength and muscle activation outputs to identify any muscle activation concerns and/or strength limitation or imbalance. 3.5 Observe and record any client balance, stability or coordination limitations. 3.6 Monitor participation and performance to identify ineffective movement patterns and exercise technique. 3.7 Determine need for further evaluation and seek guidance from an appropriate allied health professional as required. 3.8 Document observations and discuss with client.
4. Consider static posture.	4.1 Apply understanding of postural mechanisms and symptoms of poor posture to client observation and consultation. 4.2 Observe client static posture and identify issues that may be relevant in a dynamic setting. 4.3 Identify and document joints, muscles and connective tissues that would benefit from functional exercise strategies. 4.4 Seek guidance from an appropriate allied health professional as required.
5. Implement functional exercise strategies.	5.1 Develop strategies to promote functional movement, exercise performance and reduce likelihood of injury. 5.2 Advise client of exercises or activities that are contraindicated or may further exacerbate any postural variance. 5.3 Modify client exercise technique and dynamic posture as required. 5.4 Seek guidance from an appropriate allied health professional as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use active listening and open and closed probe questioning to: elicit information from clients about their needs and expectations consult with clients about functional movement activities clarify screening information provided by clients.
Learning skills to:	reflect on results and redesign new approaches to exercise as relevant for client.
Problem-solving skills to:	interpret and critically analyse client functional movement determine referral requirements after reviewing pre-exercise health screening information and as a result of functional movement observations.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate functional exercise strategies for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT018 Promote functional movement capacity

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least five different client contact sessions, and:

observe and analyse functional movement capacity for at least five clients in line with accepted movement and technique standards incorporating the following for each client:

at least three functional movements

movement and exercise observation in the following movement patterns and scenarios:

push

pull

squat

lunge

rotate

overhead press

overhead pull

with and without equipment

loaded and unloaded

identification of joint mobility or movement restrictions against typical range of movement for major joint complexes, with consideration of:

joint movement

muscle action

passive range

active range

functional range

joint and muscle interactions

stability of major joint complexes, relevant to the client’s needs, level of risk and experience

balance and coordination, relevant to the client’s needs, level of risk and experience

a variety of functional movement measurement tools to support dynamic posture analysis:

flexometer

goniometer

plumb line

grid

plurimeter

pressure biofeedback unit

photographic technology

video analysis

tape measure

identify each client’s capacity to activate and achieve good muscle function in all of the following muscle groups, using at least three muscle activation exercises per client:

core abdominals

glutes

hamstrings

hip flexors

rotator cuff

chest

back

modify incorrect client exercise technique and poor dynamic posture of at least three clients

explain and document functional movement observations and encourage a healthy posture for all clients:

identified posture, movement, strength and neuromuscular deviations, limitations and imbalances

significance of results for exercise programming, technique and prevention of injury

precautions to exercise relevant to functional movement observations and client risk status, in accordance with industry guidelines or guidance from medical or allied health professionals where applicable

recommend appropriate exercise strategies to clients to promote functional movement and reduce the likelihood of injury, in accordance with functional movement observations and client risk status, including the following strategies:

flexibility

functional strength training

proprioception development

education to develop correct exercise techniques or daily living postures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative obligations and organisational policies and procedures in relation to:

duty of care

work health and safety/occupational health and safety

confidentiality of client information

professional ethics

appropriate collection and storage of client information

the relationship between injury, injury prevention and the following postural variances:

structural and functional variances

kyphosis

rounded shoulders

winging of scapula

increased or decreased lordosis

excessive posterior or anterior pelvic tilt

scoliosis

genu varum or genu valgum

increased pronation of foot or ankle complex

increased supination of foot or ankle complex

hyperextension of knees

lateral tilt of pelvis or head

forward head posture

rotated patella

ideal postural alignment:

normal spinal curves

straight line running though:

ear lobe

anterior shoulder joint

vertebral bodies of L1-5

posterior hip joint

anterior knee joint

anterior ankle joint

transverse abdominus

pelvic floor muscles

relationship of poor posture and risk of injury and muscular deficits:

diminished muscle strength or endurance

increased muscle tension/tone

limited flexibility

limited function

postural influences affecting dysfunctional movement patterns and exercise technique

typical range of movement for major joint complexes

deviations in posture or functional limitations at commencement, during, at completion of exercise or movement:

asymmetrical muscle tone

spinal curvature – lordosis, kyphosis, scoliosis

scapula setting:

winging of scapula

anterior tipping/tilting

upward/downward rotation

pelvis position:

anterior/posterior

rotation

knee alignment:

varus/valgus

foot alignment:

internal/external rotation

pronation/supination

forward head

sitting/standing/supine

locomotive gait – walking, jogging, running

role of muscles in contractions:

agonist/prime mover

antagonist

fixator

assistor/synergist

causes of poor posture:

congenial abnormalities of the musculoskeletal system

poor muscle strength

poor muscle endurance

muscle imbalance

lack of mobility

damage to bony structures

damage to connective tissue including ligaments and cartilage

muscle activation, correct execution, and teaching points for primal functional movement patterns:

push

pull

squat

lunge

rotate

overhead press

overhead pull

role of muscle activation in functional movement and exercise performance:

muscle sensory reception

reciprocal inhibition

normal range of movement for major joint complexes

characteristics of balance and balance exercise:

base of support

centre of gravity

limits of stability

components of balance maintenance

variation of stance

variation of surfaces or equipment

balance disturbance

progression of balance exercises

characteristics of coordination and agility:

fine motor skills

gross motor skills

hand-eye skills

progression of coordination or agility exercises

changes to centre of gravity caused by:

pregnancy

overweight

inappropriate footwear

behaviours

work practices

sport or leisure activities

industry endorsed scope of practice for a personal trainer

industry endorsed pre-exercise screening and risk stratification protocols

role of medical or allied health professionals for referral or guidance

reasons for referral to an appropriate medical or allied health professional:

pain upon presentation to initial session/induction

history of uncontrolled/unresolved pain

abnormal/inconsistent pain patterns which may point towards a pathology

pain during movement or exercise

static postural deviations

an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health advice that the problem could be made worse by participating in physical activity/exercise

identified through industry endorsed pre-exercise screening and risk stratification.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to functional movement observation and improvement

industry endorsed risk stratification procedures.

Assessment must ensure use of:

a variety of appropriate equipment to demonstrate and observe functional movement patterns, dynamic posture, joint range of movement, muscle activation and strength, balance, stability and coordination:

flexometer

goniometer

plumb line

grid

plurimeter

tape measure

client record forms

documented plans with inclusion of identified modifications/adjustments needed

photographic technology

video analysis

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

observe multiple clients functional movement, identify issues and provide functional exercise strategies within the scope of practice.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT019 Incorporate exercise science principles into fitness programming

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of exercise science principles into fitness instruction, programming and provision of fitness advice.

This unit applies to the use of physiological and mechanical principles in training to improve the health- and skill-related components of fitness of clients who have recently completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of exercise science principles.	1.1 Source and access information on exercise science principles relevant to fitness outcomes. 1.2 Discuss/explain how understanding of exercise science principles contribute to safe/optimum technique and skill development. 1.3 Use a wide range of terminology relevant to exercise science principles and fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of exercise science principles may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of exercise science principles relevant to development of own professional practice. 2.3 Use knowledge of exercise science principles in day-to-day professional practice. 2.4 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of exercise science principles.	3.1 Identify and use opportunities to update and expand own knowledge of exercise science principles. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	provide clients with information related to exercise in a manner which they can understand and implement to their exercise sessions.
Numeracy skills to:	calculate forces and implement basic biomechanical concepts and mathematical equations interpret how equipment and body position can be changed to alter the forces applied to the body.
Learning skills to:	ensure application of up-to-date exercise science principles.
Problem-solving skills to:	accommodate the changing anatomical and physiological responses of the body to exercise programming and instruction determine how equipment and body position can be changed to alter the forces applied to the body.
Planning and organising skills to:	develop exercise programs that incorporate complex understanding of the anatomical and physiological adaptations that occur from different types of exercise.

Unit Mapping Information

SISFFIT419A Apply exercise science principles to planning exercise

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT019 Incorporate exercise science principles into fitness programming

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions in a mixture of controlled and uncontrolled environments, and:

effectively use knowledge of exercise science principles to improve own instructional practice to plan and instruct at least five different client sessions

conduct sessions that individually or cumulatively incorporate:

a variety of exercises which are targeted at health- and skill-related components of fitness, for achieving improvements and adaptations in:

muscle contractility and force

bone strength

nervous system activation

submaximal and resting heart rates

cardiovascular system adaptations

variations of exercise

with and without equipment

exercises to change:

joint action

stabilisation of the body

forces which act on the body during exercise

variations in the contribution of energy from three different energy systems

consideration of:

musculoskeletal anatomy and physiology

mechanical principles

physiology concepts.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures in relation to:

work health and safety/occupational health and safety

confidentiality of client information

ethical considerations

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

the physiology related to achieving improvements in the following health-related components of fitness:

body composition

flexibility

muscle strength

muscle endurance

cardiorespiratory endurance

the physiology related to achieving improvements in the following skill-related components of fitness:

balance

agility

power

speed

reaction time

coordination

proprioception

musculoskeletal anatomy and physiology related to achieving improvements in fitness:

structure and function of the skeleton

joints in the skeleton

cellular structure of muscle fibres

sliding filament theory

effects of different types of exercises on muscle fibre types

muscle attachment sites for the major muscles of the body

structure, range of motion and function of muscles, muscle groups and directional terms

location and function of skeletal muscle involved in physical activity

anatomical axis and planes with regard to joint actions and different exercises

joint actions brought about by specific muscle group contractions

joints/joint structure with regard to range of motion/movement and injury risk

joint movement potential and joint actions

the specific roles of the nervous system in controlling skeletal muscle:

the central nervous system

the peripheral nervous system including somatic and autonomic nervous systems

nervous control and transmission of a nervous impulse

structure and function of a neuron

role of a motor unit

function of muscle proprioceptors and the stretch reflect

reciprocal inhibition and its relevance to exercise

the neuromuscular adaptations associated with exercise training

the benefits of improved neuromuscular coordination/efficiency to exercise performance

concepts and principles of mechanics relevant to fitness:

forces which act on the body during exercise

common biomechanical terms

lever system in the body

structure and function of the stabilising ligaments and muscles of the spine

the local muscle changes that can take place due to insufficient stabilisation

the potential effects of poor posture on movement efficiency

the potential problems that can occur as a result of postural deviations

the benefits, risks and applications of the following types of stretching: static (passive and active) and dynamic

proprioceptive neuromuscular facilitation (PNF)

different exercises that can improve posture

concepts and principles of the physiology of the body in relation to fitness:

the function of heart valves

coronary circulation

short and long term effects of exercise on blood pressure

the effects of exercise on bones and joints including the significance of weight bearing exercise

delayed onset muscle soreness (DOMS)

exercises or techniques likely to cause delayed onset muscle soreness

the short and long term effects of different types of exercise on muscle

the benefits and limitations of different methods of monitoring exercise intensity including: talk test, rate of perceived exertion

heart rate monitoring and the use of different hear t rate zones

physiological responses to physical activity in various environmental conditions

the expected physiological responses, and appropriate action, to:

a single bout of exercise

physical activity in various environmental conditions

long term exercise programs

scope of practice for a personal trainer.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures relevant to incorporating exercise science principles into fitness programming.

Assessment must ensure use of:

informed consent forms

client record forms

planning and evaluation documentation with inclusion of identified improvements to professional practice

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate exercise science principles into the instruction of sessions catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT020 Instruct exercise programs for body composition goals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to design exercise plans and programs to change and maintain desired and realistic body composition of clients.

It applies to exercise programs aimed at health-related components of fitness, with particular attention to body composition. This unit does not directly apply to provision of healthy eating information regarding body composition goals, however it does cover the calculation of energy expenditure to enable planning and instruction of appropriate programs to achieve identified goals.

This unit applies to the planning of programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client body composition requirements.	1.1 Consider and confirm client body composition goals, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to achieving needs and goals. 1.5 Provide information to client on the relationship between healthy eating, exercise and health. 1.6 Determine daily energy expenditure of client. 1.7 Measure body composition of client using anthropometric standards. 1.8 Develop and document client profile for re-evaluation purposes.
2. Develop exercise plan to improve body composition.	2.1 Determine type of training, training methods and equipment required to achieve client body composition goals. 2.2 Develop client personalised strategies to increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information and short and long-term body composition goals. 2.4 Set realistic guidelines and confirm exercise plan with client. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client goals.
3. Implement exercise plan.	3.1 Instruct client in specific programs and exercises. 3.2 Select and use motivational techniques that encourage exercise, and healthy eating adherence. 3.3 Respond to clients experiencing difficulties and answer questions as required. 3.4 Monitor and record client progress.
4. Evaluate exercise plan.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Reappraise client body composition at agreed stages of program. 4.3 Review client short and long-term goals and exercise plan. 4.4 Evaluate program or activities and discuss modifications to program. 4.5 Modify exercise plan for client and document evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and critically analyse body composition appraisal results.
Oral communication skills to:	explain and discuss relationships between body composition management and specific client plan collaborate with client to establish goals and motivate towards desired outcomes.
Numeracy skills to:	extract and evaluate information from calculations of daily energy requirements and pre-exercise health screening information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT020 Instruct exercise programs for body composition goals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions, and:

plan, document, implement and evaluate at least five exercise plans that meet specific body composition needs and goals of individual clients

conduct sessions that consider each client’s:

training schedule

likes and dislikes

financial constraints

specific responses to questionnaire

religious restrictions

injuries

medical and exercise history

functional limitations

correctly measure body composition for each client using appropriate measures:

weight

height

hip circumference

waist circumference

skin folds

bioelectrical impedance analysis

body mass indices

appropriately use and apply anthropometric standards:

somatotypes

skin fold indices

body mass indices

waist-hip ratios

healthy weight range charts

use appropriate and motivating instructional techniques with each client to increase exercise adherence and positive health and fitness habits:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding exercise planning for body composition goals:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

Australian consumer law

business registration and licences

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

client considerations for planning exercise programs to target body composition goals:

training schedule

likes and dislikes

financial constraints

specific responses to questionnaire

religious restrictions

injuries

medical and exercise history

functional limitations

exercise programming principles to target body composition goals:

muscle hypertrophy

fat loss

lean body mass

barriers to achieving goals:

unhealthy eating

physically inactive

exercise patterns

lack of good quality sleep

stress management

management of body composition:

metabolism

energy expenditure

energy intake

balance between energy intake and energy expenditure

resting metabolic rate

thermogenesis

adaptive thermogenesis

thermic effect of food

thermic effect of exercise

changes to body composition

fat loss

muscle gain

factors affecting ‘weight’ on scales:

lean body mass

water

fat

clothing

role of medical or allied health professionals in relation to body composition programming

motivational techniques and strategies to support body composition goals:

building rapport

questioning techniques

feedback

goal setting

reinforcement

benefits and limitations of body composition appraisal methods.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated body composition goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise health screening and risk stratification.

Assessment must ensure use of:

organisational policies and procedures:

privacy

work health and safety/occupational health and safety

confidentiality

referral forms and processes

recording and storage of information

body composition appraisal methods to suit the goals of clients

anthropometric standards

current fitness industry recognised methods for achieving body composition outcomes

session plan templates with space to identify modifications/adjustments needed

client record forms

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of body composition exercise programs over a period of time suitable for ensuring adequate time for the client to achieve several health and fitness-related body composition goals including:

fat loss

muscle hypertrophy

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT021 Instruct personal training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate personal training programs for a variety of clients in both controlled and uncontrolled environments. It requires the ability to plan individualised programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures and fitness appraisal. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to achieving needs and goals. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop personal training exercise plan and program.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Develop client personalised strategies to increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information to match client preferences. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.5 Select appropriate session assessment techniques. 2.6 Obtain permission for use of public spaces if required. 2.7 Document personal training plans for client.
3. Conduct personal training sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Determine client prior knowledge and skills in the fitness activity. 3.3 Provide clear exercise instructions and confirm client understanding. 3.4 Demonstrate exercises, techniques and equipment to client. 3.5 Relate location and function of major bones and major joints to movement when instructing client. 3.6 Identify major target muscles acting at major joints when instructing clients through exercises. 3.7 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.8 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.9 Select and use motivational techniques that increase client performance and adherence to exercise. 3.10 Respond to clients experiencing difficulties and answer questions as required. 3.11 Complete session documentation and progress notes.
4. Evaluate personal training program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Conduct follow up client fitness assessments as required. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Modify personal training plan for client and prepare new exercise program. 4.8 Document and update records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	evaluate and integrate collected information and ideas to construct personal training programs.
Oral communication skills to:	use active listening and questioning techniques to: determine client needs and preferences offer and explain suitable exercises and programs demonstrate and explain the safe performance of exercises to clients using appropriate terminology.
Learning skills to:	design, reflect on and redesign approaches to personal training as an integral part of the review process adapt exercise programs and strategies to individual clients.
Problem-solving skills to:	determine the need for spotting of client exercises at the appropriate time.
Planning and organising skills to:	determine which personal training sessions or exercise that the client can independently perform, with and without direct supervision.
Self-management skills to:	organise client and facility schedules.

Unit Mapping Information

SISFFIT421A Plan and deliver personal training

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT021 Instruct personal training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions in a mixture of controlled and uncontrolled environments, and:

plan, document, implement and evaluate at least five personal training plans that meet specific needs and goals of individual clients

conduct sessions that individually or cumulatively incorporate:

a variety of indoor and outdoor training environments, methods, and equipment:

ensures promotion of sustainability of the environment

choice of resources to minimise environmental impact

permission for use of public spaces, as required

flexibility training:

dynamic

static

proprioceptive neuromuscular facilitation

resistance training:

free weights

gym equipment

body weight resistance only

cardiovascular training techniques:

continuous

interval

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

appropriate and motivating instructional techniques to increase exercise adherence and positive health and fitness habits:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement

modify personal training plans for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

working with children and/or vulnerable people check

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in personal training

program design and variables relevant to the combination of health- and skill-related components of fitness in the client’s program:

muscle actions

loads and volumes

exercise selection and order

rest periods

repetition velocity

frequency

suitable training and monitoring techniques and exercises to achieve improved functioning of:

musculoskeletal system

cardiovascular system

nervous system

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and personal training programs:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and appropriate management strategies

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

different learning styles of clients and methods to adapt training to suit these learning styles

motivational techniques:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures regarding the use of equipment and locations for personal training sessions.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of the personal training program:

resistance equipment

program cards

resistance bands

gym and fitness equipment

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of personal training programs over a period of time suitable for ensuring adequate time for the client to achieve several health and fitness related goals

demonstrate ability to instruct a variety of personal training sessions where a variety of exercise modes and equipment are available:

weights gym

exercise room

an outdoor environment

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT022 Instruct aquatic sessions for specific population groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and deliver safe and effective aquatic exercise sessions to specific population groups. It requires the ability to understand anatomical and physiological considerations and apply that understanding to client exercise participation aimed at improving health-related components of fitness.

This unit applies to fitness instructors working within the industry endorsed scope of practice when providing advice regarding fitness services and referral requirements for clients from the following specific population groups:

children

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups.

This unit does not apply to provision of exercise to higher risk specific population clients, or inappropriate exercise prescription for moderate risk clients. This unit does not apply to the provision of hydrotherapy.

This unit applies to fitness instructors who work in a variety of fitness or aquatic locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation, including working with children and/or vulnerable people checks, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Assess suitability of pool environment for participants and development strategies to maximise participant safety and enjoyment. 1.5 Explain benefits of aquatic exercise and identify potential barriers to participation. 1.6 Develop and document client profile for re-evaluation.
2. Develop aquatic exercise plan and program.	2.1 Determine type of aquatic training methods and equipment required to achieve client goals. 2.2 Develop and document program plans that incorporate key instructional information. 2.3 Incorporate guidance/advice from medical or allied health professionals into the provision of fitness advice/or planning of aquatic instruction. 2.4 Develop customised training sessions that include a variety of aquatic exercises and equipment to meet needs and characteristics of client.
3. Conduct aquatic session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Provide movement pattern alternatives for participants that present with limited water familiarisation, mobility or ability in an aquatic environment. 3.6 Monitor client technique and safety within appropriate hydrodynamic principles, and modify as required. 3.7 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.8 Select and use communication techniques that encourage and support clients. 3.9 Respond to clients experiencing difficulties and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret best practice principles of aquatic activities, organisational policies and procedures and legislation requirements.
Oral communication skills to:	provide suitable modifications to participant exercises, use of equipment and spacing as required.
Learning skills to:	maintain current knowledge of water-based fitness activities, training methods and water safety principles and codes of practice.
Problem-solving skills to:	determine how to effectively instruct water-based fitness activities from outside of the pool considering hydrodynamic principles which emulate demonstration of exercises at water speed apply principles of hydrodynamics to the adjustment of client aquatic activities and implementation of contingencies when problems arise, or other changes are required such as: client inability to cope with session or activities client inability to cope with turbulence in water client inability to cope with level of support provided client requires more energetic movements to achieve a more effective workout determine level of support required for each client in the water as determined by individual needs, aquatic environment and hydrodynamic principles.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT022 Instruct aquatic sessions for specific population groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate suitable aquatic exercise programs within scope of practice for specific population clients:

five clients that don’t require guidance or instruction provided by medical or allied health professionals

five clients in response to guidance or instruction provided by medical or allied health professionals

conduct aquatic sessions that individually or cumulatively incorporate:

appropriate selection and monitoring of client use of a range of water-based fitness equipment

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies specific to the population groups

safe and effective instructional techniques in water-based fitness:

formations

instructor preservation techniques

visual and verbal cueing

mirror imagine

emulating water movements

anchored and weighted movements

active and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

efficient learning curves

appropriate teaching positioning in regards to clients, pool and deck, sound system and sun glare

clear and encouraging instructions

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements in regards to:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures to ensure safety of clients and other facility users in regards to:

overcrowding

ventilation

hygiene

climate control

energy

standards of personal presentation

swimwear and pool footwear

use, care and maintenance of pool equipment

properties of water:

mass

density

viscosity

hydrostatic pressure

forces that act upon the body in water:

buoyancy

resistance

turbulence

propulsion

inertia

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

common barrier to exercise participation

contraindications and precautions that may affect water based participation

participant cultural and social differences and potential impacts of participation

precautions to exercise relevant to the specific population in accordance with industry guidelines where applicable

benefits versus risk of participation

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

signs and symptoms of poor exercise tolerance or unstable condition

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

sports physician

typical anatomical and physiological considerations for the following specific population groups:

children

women

older adults

clients with a disability

CALD groups

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

potential or actual effect of the condition on exercise behaviour

exercise adherence strategies. instructional strategies appropriate to risk status for participant group to enable effective and safe conduct of aquatic activities:

visual and or verbal and or aural and or tactile communication

multi-sensory

guided discovery

repeating instructions

breaking tasks into smaller activities

positive reinforcement

directive

best practice principles of aquatic activities

effective teaching strategies appropriate to specific population group:

breaking tasks into smaller activities

directive

guided discovery

multi-sensory

positive reinforcement

repeating instructions

visual, verbal, aural and tactile.

Assessment Conditions

Skills must be demonstrated in:

an industry workplace or simulated environment that offers aquatic services and facilities suitable for specific population clients.

Assessment must ensure use of:

an industry workplace with the appropriate environmental features:

indoor or outdoor swimming pool in a controlled environment

swimming pool entry and exit points

wet decks

ramps

steps

bulk heads

surface of pool and concourse

pool floor gradient

water temperature

railings

chemical additives

ambient temperature

safety equipment relevant to local regulatory and organisational policies and procedures

a variety of equipment appropriate for use in water by specific population clients

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

appropriate organisational documentation and resources such as equipment checklists and session plan templates

specific population clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

documentation such as manufacturer specifications for equipment use and maintenance

legislation, best practice principles, and organisational policies and procedures in relation to aquatic activities.

Assessment activities that allow the individual to:

develop a variety of aquatic exercise programs for specific population clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

demonstrate the ability to instruct a variety of water based fitness sessions:

using industry realistic timeframes

catering for:

beginners, intermediate and advanced participants

low and high impact

taking into consideration:

participant characteristics, specific population conditions and functional ability

participant goals

depth of water

fitness and ability of participant

water safety and awareness.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT023 Instruct group personal training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate group personal training programs for a variety of clients in both controlled and uncontrolled environments. It requires the ability to plan individualised programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

It requires the ability to instruct personal training sessions and programs to a group of people, whilst taking into account individual goals, programming requirements, personality and fitness level. The personal trainer ensures that the supervision ratio to client adheres to organisation policies and procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify group personal training program requirements.	1.1 Consider and confirm compatibility of client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise clients of outcomes of pre-exercise screening procedures and fitness appraisals. 1.3 Refer clients to medical or allied health professionals as required. 1.4 Establish exercise intensities appropriate for each client within the group. 1.5 Identify potential barriers to achieving needs and goals of individuals within the group. 1.6 Develop and document client profiles for re-evaluation purposes.
2. Develop group personal training exercise plan and program.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Develop client personalised strategies to maximise group coherence and increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information appropriate to group training and match client preferences. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.5 Select appropriate session assessment techniques. 2.6 Obtain permission for use of public spaces if required. 2.7 Document group personal training plans.
3. Conduct group personal training sessions	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Determine client prior knowledge and skills in the fitness activity. 3.3 Provide clear exercise instructions to the group and confirm individual client understanding. 3.4 Demonstrate exercises, techniques and equipment to the group, providing individual assistance if required. 3.5 Relate location and function of major bones and major joints to movement when instructing the group. 3.6 Identify major muscles acting at major joints when instructing the group. 3.7 Manage the use of different equipment by different clients within the same session, in a timely and safe manner. 3.8 Supervise clients performing a variety of exercises or variations in exercises, at the same time. 3.9 Monitor participation and performance and modify as required. 3.10 Select and use motivational techniques for group personal training to increase performance and adherence to exercise. 3.11 Respond to clients experiencing difficulties and answer questions as required. 3.12 Complete session documentation and progress notes.
4. Evaluate personal training program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from clients. 4.3 Perform follow up fitness assessments on each client, individually or as a group, as required. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Modify personal training plan for individual clients, or group, as required and prepare new exercise program. 4.8 Document and update records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	evaluate and integrate collected information and ideas to construct group personal training programs.
Oral communication skills to:	use active listening and questioning techniques to: determine client needs and preferences identify suitable products and services for clients motivate clients instruct clients from a variety of different positions, that are constantly changing according to the needs of the group and individuals within the group demonstrate and explain the safe performance of exercises to clients using appropriate terminology and confirm client understanding.
Learning skills to:	design, reflect on and redesign approaches to group personal training as an integral part of the review process.
Problem-solving skills to:	work with various personalities, learning styles and fitness levels of clients within one group determine how to safely work with more than one client at a time, in constantly changing conditions where clients move about, within an appropriate space.
Planning and organising skills to:	prepare personal training plans that are appropriate for a variety of clients within one group, with consideration of personalities, goals and fitness levels of each client determine appropriate training environments for clients within a group.
Self-management skills to:	organise client schedules, and facility schedules.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT023 Instruct group personal training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions in a mixture of controlled and uncontrolled environments, and:

plan, document, implement and evaluate at least three group personal training plans and exercise programs for groups of three to twelve people that meet specific needs and goals of each individual within the group

conduct sessions that individually or cumulatively incorporate:

a variety of indoor and outdoor training environments, methods, and equipment:

ensures promotion of sustainability of the environment

choice of resources to minimise environmental impact

permission for use of public spaces, as required

flexibility training:

dynamic

static

proprioceptive neuromuscular facilitation

resistance training:

free weights

gym equipment

body weight resistance only

cardiovascular training techniques:

continuous

interval

adequate spacing between clients

appropriate line of sight for clients

appropriate motivating instructional techniques to increase exercise adherence and positive health and fitness habits of the group:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement

modify personal training plans for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding group personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

working with children and/or vulnerable people check

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

maximum number of clients within a group

client supervision in a group

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in group personal training

suitable training and monitoring techniques and exercises to achieve improved functioning of:

musculoskeletal system

cardiovascular system

nervous system

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and group personal training programs:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and appropriate management strategies

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

different learning styles of clients and methods to adapt training to suit these learning styles

motivational techniques:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise screening and risk stratification

organisational policies and procedures regarding the use of equipment and locations for group personal training sessions.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of the group personal training program:

resistance equipment

program cards

resistance bands

gym and fitness equipment

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of group personal training programs over a period of time suitable for ensuring adequate time for group to achieve several health and fitness related goals

demonstrate ability to instruct a variety of group personal training sessions where a variety of exercise modes and equipment are available:

weights gym

exercise room

an outdoor environment

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT024 Instruct endurance programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate endurance training programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures. It requires the ability to identify and analyse specific client needs, instruct specialised endurance tests, and organise and implement a range of endurance training methods to achieve identified goals.

This unit does not cover the more complex methods of extensive speed training, power training, agility training or plyometric training.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise screening and fitness appraisal. 1.3 Refer client to medical or allied health professional as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document an endurance program incorporating key instructional information, phases of sessions, and adherence strategies. 2.4 Develop customised and contemporary training sessions to meet client specific needs.
3. Conduct endurance sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate endurance training exercise instruction and confirm client understanding. 3.3 Demonstrate skills, techniques and equipment to client. 3.4 Monitor participation and performance of client and adjust as required. 3.5 Select and use communication techniques that encourage and support client. 3.6 Recognise signs and symptoms of overtraining and implement appropriate intervention and prevention strategies. 3.7 Monitor temperature regulation and implement appropriate strategies to prevent adverse reactions to environmental conditions. 3.8 Monitor client for signs and symptoms of intolerance. 3.9 Seek feedback and answer questions during exercise sessions. 3.10 Complete session documentation and progress notes.
4. Evaluate endurance program.	4.1 Monitor and evaluate program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Implement modifications to future instruction and discuss changes with client. 4.6 Document and update program and evaluation records.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	interact with clients to: achieve appropriate rapport ensure client is adequately prepared for training session provide motivation and feedback to client at well-timed intervals discuss endurance training program requirements.
Numeracy skills to:	calculate heart rate and use exercise intensity guidelines, including rate of perceived exertion determine training schedule and timing requirements allocate phases to the endurance training program.
Problem-solving skills to:	manage signs and symptoms of overtraining, where applicable.
Planning and organising skills to:	determine appropriate endurance training program within appropriate environment to suit client needs and abilities.
Technology skills to:	use and check safety of equipment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT024 Instruct endurance programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate at least five endurance training programs that meet specific needs and goals of individuals, groups or teams

conduct sessions that individually or cumulatively incorporate:

appropriate selection, sequencing and monitoring of a range of current equipment

appropriate and effective use of phases of training:

warm-up

conditioning

cool-down

demonstration, explanation, and instruction of exercises in at least four of the following:

aerobic training

interval training

circuit training

gym based training

fartlek

anaerobic threshold

strength

lactate tolerance

injury prevention strategies specific to client needs and program

temperature regulation of client

monitor exercise intensity during each session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

modify at least three existing exercise plans for clients, addressing at least four of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

document exercise plans and exercise programs for all clients using clear and structured forms

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding endurance programs:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to:

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

equipment use and maintenance

client supervision

incident reporting

endurance training program exercise methods:

aerobic training

interval training

circuit training

gym based training

fartlek

anaerobic threshold

strength

lactate tolerance

phases of training:

warm-up

conditioning

cool-down

specialised fitness tests related to endurance training programs:

cardiorespiratory

anaerobic threshold

muscle endurance

major body systems, bones, joints muscles and their function to enable the selection, instruction and adjustment of appropriate exercises to meet needs of clients

signs and symptoms of exercise intolerance and overtraining, and appropriate management strategies

motivational techniques to maximise program adherence and encourage clients:

intrinsic and extrinsic motivation

goal setting

feedback

rewards

habit forming

training principles relevant to endurance programs:

overload

progression

adaptation

specificity

individualisation

maintenance

injury prevention strategies and resources suitable for endurance training programs

anatomical terminology relevant to the planning and instruction of endurance training programs

potentially harmful practices to avoid:

hyperextension

exercising while sick

exercising in extreme environmental conditions

inappropriate prescription of exercise to client

adaptations that occur as a result of endurance training programs:

physiological:

cardiovascular changes

thermoregulation (hot and cold environments)

energy system and substrate utilisation

pulmonary and nervous system changes

musculoskeletal

respiratory

psychological:

increased self esteem

increased confidence

biomechanical

environmental considerations of training:

heat

cold

wind

water

humidity

snow.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to endurance programs and sessions

manufacturer guidelines regarding equipment usage and safety, as required

appropriate technology for instruction and record keeping of endurance training programs.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

resistance equipment

heart rate monitor

program cards

resistance bands

gym and fitness equipment

clients with real or simulated needs and goals and a range of fitness and experience levels; these can be:

clients in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT025 Recognise the dangers of providing nutrition advice to clients

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify when the provision of nutritional advice is beyond the scope of practice of a personal trainer.

It requires the ability to recognise the dangers of providing nutrition advice in a fitness setting and when a client requires referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner.

This unit covers recognition of appropriate information sources to apply to the provision of food advice, and when the provision of such advice is unethical and beyond the scope of practice.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Comply with the scope of practice in provision of nutrition advice.	1.1 Identify the role of medical and allied health professionals in providing and applying nutritional information and advice to clients. 1.2 Recognise appropriate sources of information for provision of healthy eating information to clients. 1.3 Recognise clients with specific nutritional needs. 1.4 Recognise dangers of providing inappropriate nutrition advice to general and specific population clients.
2. Identify situations outside of scope of practice.	2.1 Identify need for referral and guidance from medical practitioner or appropriate allied health professional for nutrition and body composition advice. 2.2 Conduct referral in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret healthy eating information to determine suitability of use for clients interpret organisational policies and procedures in regards to the role of a personal trainer providing nutritional advice to clients.
Learning skills to:	maintain currency of knowledge of healthy eating guidelines and the current role of medical or allied health professionals in providing nutrition information to clients develop strategies to recognise when a client requires referral to a medical practitioner or appropriate allied health professional.
Problem-solving skills to:	determine the dangers of providing dietary advice to clients who require specialised advice from an Accredited Practising Dietitian, Accredited Sports Dietitian or a General Practitioner.
Technology skills to:	access and download current Australian Dietary Guidelines to use in determining if working within scope of practice of a personal trainer maintain records of information on computer software.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT025 Recognise the dangers of providing nutrition advice to clients

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify at least ten client situations when referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner is required:

record the details of the client situation/reason for referral

identify the appropriate health professional for the situation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

purpose, use and limitations of the Australian Dietary Guidelines:

food groups

guidelines

Australian guide to healthy eating and the template for adaptation for clients

the role and professional boundaries of the personal trainer, medical and allied health professionals in providing nutritional advice, weight loss support and exercise prescription

the role of the personal trainer in providing nutritional advice within appropriate guidelines of Eat for Health Program incorporating the Australian Dietary Guidelines

situations when referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner is required, and which professional is most appropriate for the situation:

when individuals ask for specific information regarding weight management or indicate interest in more information on weight loss

when clients have specific questions regarding dieting, diet trends and supplementation

when clients have specific questions regarding the suitability of participating in an available nutrition program when specific health indicators demonstrate increased health risks after pre-exercise screening and client reporting

when the client’s eating patterns are extreme and not meeting nutritional requirements e.g. removing / limiting inappropriately food groups

when the client may benefit from attending a structured support program

when the client is having difficulty achieving weight loss goals

when the client has high intensity or high level training or sports performance requirements

when the client needs support regarding attitudes to eating and may benefit from additional assistance

risks of providing nutritional information to the following specific population clients:

pregnant or lactating women

very underweight, overweight or obese

impaired Glucose Tolerance, Impaired Fasting Glucose or strong family history of Type 2 Diabetes

Type 1 or Type 2 diabetes

cardiovascular disease, Renal disease or Liver disease

food allergies and intolerances

diagnosed with, undergoing treatment for, or recovering from cancer

frail elderly

mental illness

high intensity and high volume exercise or sport

other health conditions affected by nutrition.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment where clients are seeking information regarding health and fitness, including nutrition information and guidance.

Assessment must ensure use of:

documented organisational policies and procedures

industry endorsed scope of practice for the role and scope of a personal trainer

workplace documents and systems for client consultations and referral letters

scope of practice documents of medical and allied health professionals

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

up-to-date resources for researching the role of various health professionals and the risks of providing nutritional information to various clients

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

identify situations where the client must be referred to a medical or allied health professional for nutritional or other lifestyle advice

recognise the dangers of providing nutritional information to clients in at least ten client situations or interactions.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT026 Support healthy eating through the Eat for Health Program

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use the Eat for Health Program to support clients who do not have special dietary needs. It covers assisting clients to adapt the Australian Dietary Guidelines to suit their lifestyles and food choice influences using the Eat for Health Program as a guide.

This unit requires the ability to provide healthy eating information and assist clients within industry endorsed scope of practice following completion of industry endorsed pre-exercise screening.

The scope of practice of a personal trainer does not include:

the provision of specific or individualised dietary analysis or advice, or information regarding:

specific diets

fad diets

nutritional supplementation

sports foods

ergogenic aids

nutrition for exercise or sports performance

the provision of information or advice to people with medical conditions requiring specialised dietary advice, or to frail elderly people who are at risk of malnutrition

the provision of dietary information or advice for infants and toddlers.

The personal trainer must refer clients to an Accredited Practising Dietitian, Accredited Sports Dietitian, or General Practitioner as appropriate.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs within the Eat for Health Program.	1.1 Consider and confirm client goals, expectations and preferences using suitable questioning techniques. 1.2 Identify current sedentary and incidental physical activity patterns of client. 1.3 Explain benefits of combining regular moderate intensity physical activity and healthy eating. 1.4 Explain limitations as a personal trainer in providing the Eat for Health Program to a client. 1.5 Refer client to an Accredited Practising Dietitian or Accredited Sports Dietitian, as required.
2. Develop client profiles of food choices and eating patterns.	2.1 Determine daily eating patterns of client in format of the Australian Dietary Guidelines. 2.2 Identify influences of food choices using the Eat for Health Educator Guide.
3. Provide eating pattern and health status information.	3.1 Compare client eating patterns with recommendations in the Eat for Health Educator Guide. 3.2 Provide feedback on eating patterns and alignment with Australian Dietary Guidelines to client. 3.3 Discuss advantages and disadvantages of eating patterns using the Eat for Health Educator Guide.
4. Influence healthier eating patterns.	4.1 Assist client to make changes to eating patterns to more closely align with their goals using the template for adapting the Australian Guide to Healthy Eating. 4.2 Educate client regarding food labels to support healthy choices using the Eat for Health Educator Guide. 4.3 Maintain records of all assistance provided to client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the Scope of Practice of a personal trainer to ensure that work related to health eating is performed within scope interpret the Educator Guide from the Eat for Health program to select appropriate information to provide client regard their food choice influences.
Writing skills to:	complete the template for adapting the Australian Guide to Healthy Eating.
Oral communication skills to:	use open and closed probe questioning techniques to acquire accurate information regarding physical activity patterns, and eating patterns.
Numeracy skills to:	interpret Eat for Health Educator Guide to determine energy requirements of client based on their physical activity levels, including the use of the concepts of Total Diet and Foundation Diet.
Learning skills to:	maintain currency of knowledge regarding food options in Australia.
Technology skills to:	source information including the Australian Dietary Guidelines, the Eat for Health Program and the Eat for Health Educator Guide.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT026 Support healthy eating through the Eat for Health Program

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions, and:

identify the daily eating patterns of at least five clients in the format of the Australian Dietary Guidelines

compare each client’s eating patterns with the recommendations in the Eat for Health Educator Guide relative to their goals, body composition, lifestyle group, and current level of physical activity, using Foundation and Total Diets

provide suggestions for achieving healthy dietary patterns to each client in accordance with the Eat for Health Educator Guide

apply organisational policies and procedures and legal and ethical limitations to client contact sessions:

maintain client confidentiality

maintain clear and accurate records of client consultations

identify the need for and prepare referrals for at least five clients to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or medical practitioner as required:

clients who have specific dietary requirements or dietary concerns

clients who are not achieving their goals when following the Australian Dietary Guidelines

clients who need support regarding attitudes to eating.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

purpose and use of the Australian Dietary Guidelines:

food groups

guidelines

Australian guide to healthy eating and the template for adaptation for clients

purpose and use of the Eat for Health Program and Eat for Health Educator Guide to:

support implementation of the Australian Dietary Guidelines

use concepts such as the Foundation Diet and Total Diet that assist clients to plan healthy eating

how to read and understand food labels to support healthy food choices according to the Eat for Health Educator Guide

how to use the template for adapting the Australian guide to healthy eating to assist clients to make informed food choices

role of Accredited Practising Dietitian, Accredited Sports Dietitian and General Practitioner for referring clients

referral requirements for:

clients with very high volume or high intensity training loads, or participation in organised sport,

clients with specific or special dietary needs

clients seeking information or advice about:

dietary trends

fad or popular diets

nutritional supplementation

sports foods

ergogenic aids

scope of practice of a personal trainer in regards to providing nutritional information

the modelling of Foundation diets on a weekly basis in the Eat for Health Educator Guide allowing for flexibility in their daily implementation

the benefits of combining healthy eating and moderate physical activity

use of the Eat for Health Program, within Scope of Practice, according to the lifestyle group and different levels of physical activity:

sedentary activities

light activities

moderate activities

vigorous activities.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated healthy eating and fitness goals.

Assessment must ensure access to:

documented organisational policies and procedures related to providing nutrition information.

Assessment must ensure use of:

industry endorsed scope of practice for a personal trainer

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

Eat for Health Educator Guide

workplace documents and systems for the documenting of client consultation and referral letters

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

provide clients with current healthy eating information from identified resources

identify situations whereby the client’s nutritional requirements are beyond the scope of a personal trainer, and refer client to an Accredited Practising Dietitian or Accredited Sports Dietitian as appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT027 Conduct health promotion activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and incorporate education activities that promote physical activity and other healthy lifestyle recommendations. It requires the ability to deliver appropriate exercise levels within the context of public health recommendations in order to decrease risk factors and prevent chronic disease.

This unit applies to advanced personal trainers working in a sport, fitness, recreation or aquatic environment. They work autonomously according to relevant legislation and regulatory requirement and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify health promotion information requirements.	1.1 Source and access information on physical activity and health promotion information relevant to the fitness industry. 1.2 Discuss/explain how understanding of health promotion strategies contribute to decreased risk factors and prevention of chronic disease. 1.3 Identify current and emerging knowledge of health promotion relevant to development of own professional practice. 1.4 Identify specific issues relating to health problems of target groups and suggest strategies to address issues.
2. Plan educational activities.	2.1 Locate relevant available promotion and prevention resources. 2.2 Recognise and support the importance of access and equity in provision of physical activity initiatives. 2.3 Plan multifaceted educational activities including healthy lifestyle education and skill building according to needs of target group.
3. Incorporate educational activities into own professional practice.	3.1 Assess ways in which health promotion and education activities may be used, adapted or challenged in instruction and provision of fitness advice. 3.2 Work collaboratively with clients, team members and relevant partners to implement effective health promotion activities. 3.3 Conduct health promotion and education activities that directly affect reduction of risk factors and prevention of chronic disease. 3.4 Provide client support materials and access to relevant information to improve health status. 3.5 Ensure health promotion and education activities support clients to take a self-care approach to health in line with individual needs.
4. Maintain and update knowledge of health promotion.	4.1 Identify and use opportunities to update and expand own knowledge of health promotion activities. 4.2 Monitor response to changes made to own professional practice or instruction. 4.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex health promotion information and evidence based research.
Writing skills to:	develop supporting resources for health promotion activities such as brochures, assessment tools, videos.
Oral communication skills to:	deliver health promotion activities to a variety of clients of differing ages and with various needs.
Problem-solving skills to:	make connections between own practice and conclusions drawn from health promotion information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT027 Conduct health promotion activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least three different client contact sessions, and:

develop and implement health promotion activities for at least two target groups with different health issues and needs

conduct activities that individually or cumulatively incorporate:

consultation with key stakeholders

information regarding the factors motivating each target group to be physically active:

client needs and preferences

barriers to participation

overweight

cultural, social and financial influences

different delivery methods

at least four of the following health promotion strategies and delivery methods:

education and skill development

social marketing

health information

environmental approaches

public policy

workforce initiatives

community action

use of knowledge relating to health promotion strategies to improve own instructional practice in at least three different client sessions

records of health promotion activities:

questionnaires

pre-exercise screening forms

medical clearance and referral

physical activity recall

exercise programming cards

diaries

attendance records.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

appropriate content for health promotion activities, including promotion of the following lifestyle modifications:

moderation of alcohol consumption

cessation of smoking

increased incidental activity

stress reduction

provision of healthy eating guidelines

provision of healthy eating choices

major causes of disease and disability in Australian adults, including the chronic lifestyle diseases or disabilities:

hypertension

type 2 diabetes

obesity

cardiovascular disease

dyslipidaemia

musculoskeletal conditions

mental health problems

asthma

chronic obstructive pulmonary disease

osteoporosis

sarcopenia

risk factors for disease:

family history

smoking

hypertension

hypercholesterolaemia

impaired fasting glucose

obesity

sedentary lifestyle

alcohol

dietary imbalances

age

co-morbidities

factors affecting health and well-being

social determinants of health

national health priority areas

factors affecting participation in physical activity:

personal

social

environmental

cultural

educational factors

burden of disease and burden attributable to risk factors

role of physical activity in the prevention and management of disease and disability:

major causes of disease and disability in Australian adults and the effects of physical activity in prevention, and management of disease and disability

mechanisms by which physical activity alters disease risk

answer questions by clients about health benefits of physical activity

current physical activity recommendations:

position statements and recommendations by recognised bodies

national physical activity guidelines

evidence based research

methods used to measure physical activity

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

health promotion practice and principles

behaviour change models relevant to motivating clients to change behaviour and adhere to exercise:

social cognitive model

self efficacy

trans-theoretical model

population sub-groups considered ‘at risk’:

a group identified through statistics to be less likely to be physically active or able to access or afford programs or facilities that encourage active participation

young adolescents

people with chronic disease or disability

indigenous Australians

people from non-English speaking backgrounds

older adults

women especially mothers with young children

middle age

adults with low education

adults with low socioeconomic status

the role of health and community stakeholders to be able to develop effective working relationships.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures regarding health promotion activities.

Assessment must ensure use of

planning and evaluation documentation with inclusion of identified improvements to professional practice

relevant health promotion information and resources

session plan templates with space for inclusion of identified health promotion modifications/adjustments

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate relevant health promotion knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact

create health promotion materials for target groups.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT028 Apply evidence-based practice to exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to source and evaluate evidence for contemporary exercise programs and apply findings to the prescription of exercise.

It requires the ability to identify, analyse, synthesise and action data from relevant information sources to plan and implement current approaches supported by evidence.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan information gathering.	1.1 Identify opportunities where research may be used to support and improve own professional practice. 1.2 Evaluate recent issues, trends, and events impacting fitness industry and exercise programming. 1.3 Identify appropriate research methodology to address research topic, type of data collection and analysis to be undertaken and potential uses of data. 1.4 Identify credible primary and secondary sources of information.
2. Research and analyse information.	2.1 Access and analyse suitable evidence-based information and data for required information. 2.2 Facilitate analysis by organising information in a way that supports analysis and future use. 2.3 Compare and contrast different sources of information to support analysis. 2.4 Assess strength, relevance, reliability and currency of information in the context of own work. 2.5 Assess feasibility, benefits and risks associated with the information. 2.6 Extract relevant information and integrate into development and modification of exercise strategies.
3. Apply research findings to own professional practice.	3.1 Assess ways in which research findings may be used, adapted or challenged in instruction and provision of fitness advice. 3.2 Modify approach to fitness programing activities and advice as required. 3.3 Monitor response to changes made to own professional practice or instruction. 3.4 Continue to adjust own practice to optimise results. 3.5 Maintain records of research findings and application to exercise.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and critically analyse data from research sites and primary and secondary information texts apply appropriate strategies to construct relevant meaning from research findings organise, evaluate and critique ideas and information from a range of complex texts.
Writing skills to:	integrate research findings into contemporary exercise programs, using appropriate vocabulary, grammar and conventions.
Numeracy skills to:	extract and evaluate relevant mathematical information and data embedded within information sources recognise statistical terminology and understand the significance of common statistical analysis.
Learning skills to:	continue with self-directed learning to ensure exercise management strategies implemented are relevant to current research findings.
Problem-solving skills to:	extract relevant information from research findings and integrate into development and modification of contemporary exercise strategies.
Self-management skills to:	maintain currency of exercise management strategies continually access, evaluate and apply research literature suitable to client needs.
Technology skills to:	access, organise and update research findings.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT028 Apply evidence-based practice to exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source, evaluate and apply relevant evidence-based information in at least five contemporary exercise programs, incorporating:

different issues related to meeting health and fitness goals of clients

documented comparison of evidence presented by two sources and evaluation of credibility and validity of data, including the checking of references and assessment of usefulness for each

modification of at least two exercise programs to meet short and long-term client goals

principles and models of evidence-based practice

suitable technology

at least ten of the following relevant established and reputable primary and secondary sources of information:

clinical research studies

peer reviewed medical, allied health and/or complementary medicine journals

reference texts

peer reviewed conference presentations

other journals

abstracts

popular media (magazines, newsletters, books)

other conferences and presentations

internet

surveys

annual public health reports

existing epidemiological and socio-demographic data

position statements

scientific review

epidemiological observation studies

cohort studies

controlled trials.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

current evidence-based exercise programs or activities to meet the needs of clients with goals related to improving health and skill related components of fitness

research strategies and techniques to source evidence based information and data

recent issues and events affecting the industry and exercise programming

relevant reference works

established and reputable sources of information:

Sports Medicine Australia

Australian Physiotherapy Association

National Heart Foundation

Dieticians Association of Australia

Exercise and Sports Science Australia

American College of Sports Medicine

American Heart Association

clinical texts

reference works

recognised teachings

data analysis, statistical analysis and methods to justify the use of information for exercise programming

commonly used research methodologies

common terminology used in medical, allied health and complementary medicine research

reasons for undertaking research:

comparison

hypothesis testing

trend identification

own knowledge extension

to strengthen quality of own practice

sources of information, including established information:

books

journals

surveys

annual public health reports

existing epidemiological and socio-demographic data

current published research within own area of practice

principles and models of evidence-based practice:

rules of evidence

duty of care requirements associated with evidence-based practice

difference between evidence-based practice, continuous quality improvement and research

ways to evaluate the validity of information sources

cultural and ethical considerations for research

processes that support analysis of information and how to use them:

comparing

contrasting

challenging

reflecting

distinguishing relevant from irrelevant

drawing interdisciplinary connections.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

organisational policies and procedures relevant to using research to support and improve professional practice.

Assessment must ensure use of:

suitable technology for the research processes

established and reputable primary and secondary sources of information

planning and evaluation templates with space for inclusion of evidence-based improvements to professional practice

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate evidence based information into contemporary exercise programs, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT029 Apply anatomy and physiology to advanced personal training

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate a progressed understanding of anatomy and physiology to exercise programming within scope of practice.

This unit applies to advanced personal trainers who use knowledge of the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems to support delivery of functional, effective and safe exercise programs.

This unit does not apply to the delivery of exercise programs for clients with unstable health conditions, pain or injury as identified through industry endorsed pre-exercise screening and risk stratification protocols.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of anatomy and physiology.	1.1 Source and access information on the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems. 1.2 Discuss/explain how understanding of functional anatomy contributes to safe/optimum exercise performance. 1.4 Use a wide range of terminology relevant to anatomy and physiology and fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of anatomy and physiology may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of exercise principles relevant to professional development within scope of practice. 2.3 Use progressed knowledge of anatomy and physiology in day-to-day professional practice. 2.4 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of anatomy and physiology.	3.1 Identify and use opportunities to update and expand own knowledge of anatomy and physiology. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex anatomical and physiological information such as anatomical charts and labels on anatomical models.
Oral communication skills to:	provide clients with anatomy and physiology information related to exercise in a manner which they can understand and implement to their exercise sessions.
Learning skills to:	monitor sources of information to expand knowledge base on anatomy and physiology relevant to own practice.
Problem-solving skills to:	accommodate the changing anatomical and physiological responses of the body to exercise programming and instruction make connections between own practice and conclusions drawn from information about principles of anatomy and physiology.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT029 Apply anatomy and physiology to advanced personal training

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

effectively use knowledge of the following body systems to improve own instructional practice to plan and instruct at least five functional training programs:

nervous system

musculoskeletal system

endocrine system

cardiorespiratory system

conduct sessions that individually or cumulatively incorporate:

types of training:

strength

speed

plyometric

balance

stability

coordination

evidence for the physiological responses of the major body systems

variations in exercise technique

fitness testing with clients performing high-intensity exercise to determine the physiological responses of the major body systems

analysis of client movement capacity to support safe exercise participation in high intensity programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

industry endorsed pre-exercise screening and risk stratification protocols

industry endorsed risk stratification procedures, exercise implications and referral requirements

methods of determining fitness levels of clients, and the appropriate exercise intensity and programming to achieve desired goals

screening of movement capacity to determine complexity and loading of exercises

characteristics of high intensity exercise:

mechanical stress

overload

fatigue/failure

high intensity aerobic, anaerobic and strength training methods

single bout versus longer term exposure

characteristics of functional training

considerations and responses to high intensity exercise and mechanical stress:

musculoskeletal:

structure and mechanics of bone, muscle and connective tissue

biomechanical properties of bone

acute and chronic musculoskeletal responses to aerobic, anaerobic and strength training

responses of bone and muscle tissue to weight bearing activities

bone remodelling

muscle tissue damage and repair

ligament and tendon strength

neuromuscular:

main features of nerves and nervous system related to exercise

nervous system classification and structure

afferent and efferent nervous system signals

voluntary and involuntary nature of nervous system

structure of a motor neuron

conduction of a motor impulse

types of muscle contraction and relationship between muscle force and external location

size principles of muscle and nervous system activation

muscle fibre types and relative involvement in different types of exercise and training programs

acute and chronic neuromuscular responses to aerobic, anaerobic and strength training

central

adaptations of motor units, including size principles and selective recruitment

muscle growth

muscle fibre type changes

structural and architectural changes to muscles

connective tissue adaptations

change in cross sectional area

nerve-muscle connections

timing of contractions

resistance to fatigue

capillary density

mitochondrial density

motor learning

physiological:

acute and chronic physiological adaptations to aerobic, anaerobic and strength training

heart rate response

blood volume

blood pressure

stroke volume

cardiac output

oxygen capacity

body system response

regulations of blood flow during exercise

shifts in distribution of blood to various areas of the body during exercise

energy metabolism/depletion

the transfer of metabolites between blood and muscles

substrates used by each energy system and patterns of substrate depletion and repletion with various activities

ammonia and lactate metabolism

mitochondrial adaptations to fuel utilisation (including transport and metabolism)

glucose control

recovery

thermoregulation/dehydration/hyperthermia

sodium

fatigue

homeostasis

endocrine system:

role of receptors in mediating hormonal changes

acute and chronic hormonal responses to resistance training and cardiovascular training

growth hormone

insulin

adrenal hormones

acute responses and chronic adaptations of the endocrine system to anaerobic training

endocrine system adaptations to fatigue

cardiovascular system:

structure and function of the respiratory system

exchange of air

inspiration and expiration at rest and during exercise

exchange of respiratory gases

structure and function of the cardiovascular system

anatomical components

circulation pathways

role of blood

oxygen demands of exercise and activities of daily living

relationships between exercise intensity and circulatory and ventilator responses

adaptations to short term and long term training

role in strength and conditioning programs

acute and chronic adaptations of the cardiovascular and respiratory systems to aerobic, anaerobic and strength training

acute responses and chronic adaptations of the cardiovascular and respiratory systems to anaerobic training

structural anatomy:

names and locations of bones

major bones and major landmarks of the skeleton

bone markings

names, locations and types of joints

anatomical structure of joints

function of major joint complexes:

shoulder girdle

elbow

wrist

vertebral column

pelvic girdle

knee

ankle

major muscles and connective tissues acting on joints during exercise

structure and function of local and global skeletal muscles

macrostructure of skeletal muscle

functional anatomy:

regulation of muscle function

factors influencing muscle contraction

muscle spindles

golgi tendon organs

cross bridge cycle and its phases neurological activation of muscles

motor unit recruitment

reciprocal inhibition, including agonist and antagonist relationship

role of reflex arcs in balance, coordination and proprioception

motor learning

motor unit recruitment patterns during exercise

preloading

proprioceptors and proprioception training

neural innervation of muscles for movement and proprioception

motor unit innervation

phases of the stretch shortening cycle

movement considerations in resistance training:

neural control

muscle cross-sectional area

arrangement and type of muscle fibres

muscle length

joint angle

muscle contraction velocity

joint angular velocity

strength to mass ratio

length-tension relationship

mechanics advantage of joint position

force-velocity relationships

body size

various types of levers and pulley systems and applications to training

factors contributing to human strength and power

resistive forces and power patterns of exercise devices

methods of minimise injury risk during resistance training

impact of pain, injury or disease on neuromuscular function:

CNS and PNS adaptations to tissue injury relating to pain

reflex modulation of posture

perception of posture and movement

muscle tone

nerve-muscle connectivity

the pain continuum - acute vs chronic

different types of pain - neuropathic, nociceptive, idiopathic

the healing process - inflammation, scarring, tissue remodelling

neuromuscular responses to chronic conditions, including

diabetes

arthritis

fibromyalgia

chronic fatigue

disc degeneration

triggers for referral or guidance from an appropriate medical or allied health professional:

pain upon presentation to initial session/induction

history of uncontrolled or unresolved pain

pain during movement or exercise

static postural deviations and an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health professional advice that the problem could be made worse with physical activity/exercise

identified by industry endorsed pre-exercise screening and risk stratification processes

accepted exercise technique standards

impact of ageing and inactivity on musculoskeletal tissue, physiology and neuromuscular function relevant to exercise capacity and activities of daily living:

musculoskeletal tissue

physiology

neuromuscular function

body systems

aerobic and strength related effects

exercise capacity

activities of daily living

VO2

mitochondrial changes

blood pressure response

sarcopenia

reduction in muscle force/power

metabolic rate

glucose regulation

thermoregulation

bone density

nerve-muscle connections

hormone regulation

physiological demands on body systems and exercise performance from:

smoking

excess alcohol consumption

stress

lack of sleep

dietary choices and eating patterns

sedentary lifestyle.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

information and resources relating to anatomy and physiology of the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems to support delivery of functional, effective and safe exercise programs

anatomical models or images.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

fitness industry standard equipment and methods suitable for monitoring intensity of client sessions

clients for the purposes of explanation and demonstration in instruction; these can be:

clients in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate body system knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT030 Instruct advanced exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate advanced exercise programs for clients in both controlled and uncontrolled environments within scope of practice.

It requires the ability to provide a variety of fitness and conditioning programs that are targeted at individuals or groups who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit does not apply to the delivery of strength and conditioning coaching or outdoor recreation activities.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish participant needs and expectations.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise screening procedures and fitness appraisal. 1.3 Refer client to medical or allied health professionals as required. 1.4 Conduct appropriate baseline fitness and/or functional assessments relevant to the client goals. 1.5 Identify potential barriers to achieving needs and goals. 1.6 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Analyse and evaluate a variety of advanced training methods and program variables including intensity, volume, frequency, load, repetitions and rest intervals. 2.2 Determine type of training, training methods and equipment required to achieve client goals. 2.3 Develop client personalised strategies to overcome identified barriers to participation and enhance exercise adherence. 2.4 Develop and document program incorporating core training principles, key instructional information, and guidance from a medical or allied health professional as required. 2.5 Select appropriate program assessment techniques.
3. Conduct advanced exercise sessions.	3.1 Allocate sufficient space, assemble equipment and resources and conduct safety and risk assessments. 3.2 Explain any precautions for exercise relevant to client as determined through pre-exercise screening and assessment results. 3.3 Provide clear and accurate exercise instruction and demonstration, including correct use of equipment and confirm client understanding. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.6 Seek ongoing guidance from, or refer to, a medical or allied health professional, as appropriate. 3.7 Select and use motivational techniques that increase client performance and adherence to exercise. 3.8 Respond to clients experiencing difficulties and answer questions as required. 3.9 Educate client to monitor and maintain own records of training and progress, relevant to established goals and program plan. 3.10 Complete session documentation and progress notes.
4. Evaluate advanced exercise program.	4.1 Evaluate exercise program at appropriate intervals. 4.2 Measure progress using re-evaluation fitness and/or functional testing procedures. 4.3 Request and respond to feedback from client. 4.4 Identify exercise program or fitness components needing emphasis, attention or modification. 4.5 Review own professional performance and identify areas needing improvement. 4.6 Implement modifications to future sessions and discuss program changes with client. 4.7 Maintain records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training diary or records of clients to determine level of adherence to fitness program interpret pre-exercise screening and fitness appraisal information.
Writing skills to:	create fitness training programs that are detailed, well-planned, and suitable for preparing the client for the goal develop detailed client profiles and training records for re-evaluation purposes.
Oral communication skills to:	use open and closed probe questioning techniques to: determine if client availability and commitment to training is suitable and realistic for achieving identified goals question client in detail regarding their training history in order to establish client training needs and goals.
Numeracy skills to:	interpret and conduct mathematical calculations in pre-exercise screening and fitness appraisal to determine baseline health and fitness of client monitor client intensity through the use of heart rate or rate of perceived exertion, as appropriate.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate training strategy or program for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT030 Instruct advanced exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions with clients/populations with a range of goals, experience and fitness levels including beginner and more advanced, and:

plan, document, implement and evaluate suitable advanced exercise programs using the principles of program design to suit client goals within required timeframe and within scope of practice:

at least six individual client contact sessions

at least two group training sessions

at least two consecutive training sessions for one individual client who has the goal of competing in a recreational fitness or sporting event

conduct goal setting and education sessions with clients:

one client with the goal of completing in a recreational fitness or sporting event

two clients who will be participating in group training sessions

conduct sessions that individually or cumulatively incorporate:

at least three suitable fitness and functional pre and post-tests at appropriate points in the program, incorporating all of the following:

use of technology

record keeping

tests that align to client goals and needs

education and involvement of the client

simple and more advanced testing methods

demonstration, explanation, and instruction of exercises to address health and fitness components appropriate to client goals, experience and fitness level:

body composition

cardiovascular endurance

muscular strength

muscular power

muscular endurance

hypertrophy

speed/quickness

reaction time

agility

flexibility

balance/coordination for sports performance

proprioception

injury prevention strategies specific to client needs and program

appropriate training principles according to client goals, experience and fitness level:

specificity/variation

overload

progression

adaptation

periodization

adjusted training load

recovery/tapering

detraining

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic program monitoring and evaluation at appropriate points, incorporating:

fitness and functional pre and post-test protocols

structure and subdivision of performance level

selection dates and criteria, as required

intended peak

relevant lifestyle or well-being evaluation tools

use of technology

record keeping

document client information, exercise plans and progress for all clients using structured forms and industry endorsed protocols where applicable.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise screening protocols

industry endorsed risk stratification procedures, exercise implications and referral processes for:

low-risk clients moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

industry endorsed professional scope of practice

exercise adherence strategies for individuals and groups

theory relevant to performance and exercise adherence relevant to individuals and groups:

physiological and psychological arousal

anxiety

attention

ideal performance state

motivation

goal setting

behaviour change

fitness and functional capacity test protocols

precautions to exercise relevant to the client in accordance with industry guidelines

benefits versus risk of participation

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

situations where cessation of exercise program is required:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant Muscle, bone or joint pain (beyond what is normally expected during exercise)

the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

core training principles:

specificity/variation

overload

progression

adaptation

periodization

adjusted training load

recovery/tapering

detraining

advanced exercise programming for improvement of health and fitness components:

body composition

cardiovascular endurance

muscular strength

muscular power

muscular endurance

hypertrophy

speed/quickness

reaction time

agility

flexibility

balance/coordination for sports performance

proprioception

training variables for exercise prescription

exercise order principles

use and accepted technique for required equipment

event, competition or performance training requirements typical of the fitness industry

types of conditioning and training, safe technique and expected adaptations for:

interval training

combination training

endurance training

resistance training

plyometric training

movement analysis techniques:

directional terminology

specificity

techniques of resistance training and spotting techniques:

breathing guidelines

weight belt

spotting of free weight exercises

proper exercise technique for core and advanced lifts

testing options and safety considerations:

1RM

multiple RM

plyometric training drills techniques and safety:

jumps in place

standing jumps

multiple hops and jumps

bounds

box drills

depth jumps

throws

plyometric push ups

trunk plyometrics

role of aerobic endurance exercise training in a strength and conditioning training program:

maximal aerobic power

lactate threshold

exercise economy

aerobic endurance training programs:

long, slow distance training

pace/temp training

interval training

repetition training

fartlek training

advanced resistance training techniques:

eccentric training

high intensity interval training

powerlifting

kettlebells training

instructional principles and techniques for individuals and groups to enhance client learning and performance:

demonstration and explanation of exercise using visual and verbal cues

establishing rapport

teaching positioning

session organisation and formation

verbal communication

body language

mirror imaging

demonstration

rehearsal

combinations

movement breakdown techniques

monitoring and encouraging client responses

managing individual differences within a group session

adequate supervision and interaction with group participants

technology available to the fitness industry to achieve advanced exercise planning, instruction, monitoring and evaluation

best practice principles of recognised organisations, if applicable:

peak industry bodies

harassment-free sport policy

drugs in sport policy

national activity organisation regulations and guidelines.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise screening and risk stratification

legislation and organisational policies and procedures in relation to the conduct of advanced exercise programs

medical or allied health professionals for referral processes; these can be:

medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace or training organisation.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of advanced exercise programs

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of advanced exercise programs for clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT031 Implement injury prevention strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of injury prevention into fitness instruction, programming and provision of fitness advice. It involves the application of foundation knowledge and skills to support the encouragement of healthy posture, effective movement patterns and safe exercise technique.

This unit requires the ability to screen the injury risk of clients who have a history of current and/or recurrent injury, within the scope of practice as part of or following industry endorsed pre-exercise screening and risk stratification protocols.

It applies to advanced personal trainers who analyse the risk of injury, re-injury or development of avoidable injury complications as well as client response to injury prevention in consultation with relevant medical or allied health professionals. Advanced personal trainers typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consolidate understanding of injury prevention.	1.1 Source and access information on injury prevention relevant to prevention of recurrence or development of secondary injuries. 1.2 Source and analyse data on common injuries for clients using fitness services. 1.3 Use knowledge of injury prevention strategies in day-to-day professional practice. 1.4 Discuss/explain how understanding of injury prevention strategies contribute to safe/optimum technique and skill development. 1.5 Use a wide range of terminology relevant to injury prevention and fitness outcomes.
2. Analyse client risk of injury.	2.1 Conduct pre-exercise screening using industry endorsed screening protocols. 2.2 Review client history of injury, fitness level and risk factors that may lead to injury or complications for specific fitness activities. 2.3 Observe and analyse client movement and exercise capacity against accepted movement analysis and exercise technique standards. 2.4 Determine need for further functional evaluation and refer client to appropriate allied health professional as required.
3. Develop and implement injury prevention strategies.	3.1 Analyse various exercises, exercise techniques and fitness activities in relation to injury risk. 3.2 Develop injury prevention strategies in consultation with client, and appropriate allied health professional as required. 3.3 Explain injury prevention strategies to client. 3.4 Use preventative strategies in fitness instruction, programming and provision of advice to minimise likelihood of client injury. 3.5 Monitor client progress and seek guidance from, or provide feedback to, allied health professional as required. 3.6 Adjust preventative measures and interventions in response to ongoing client monitoring. 3.7 Maintain client records of injury prevention strategies.
4. Update knowledge of injury trends and prevention.	4.1 Evaluate own professional performance and identify potential improvements for future implementation of injury prevention strategies. 4.2 Identify and use opportunities to update and expand own knowledge of injury trends, preventative measures and interventions. 4.3 Monitor response to changes made to own professional practice or instruction. 4.4 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex injury prevention information and evidence-based research interpret pre-exercise screening and fitness appraisal information.
Writing skills to:	develop detailed client profiles and training records pertaining to prevention strategies and guidance received from medical or allied health professionals.
Oral communication skills to:	use open and closed probe questioning techniques to: determine client history of injury, fitness level and risk factors.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate injury prevention strategies for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT031 Implement injury prevention strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least fifteen hours comprising at least ten different client contact sessions, and:

effectively use knowledge to improve own professional practice for injury screening, developing and monitoring injury prevention strategies in at least five different client sessions

conduct sessions that individually or cumulatively incorporate:

pre-exercise screening using industry endorsed protocols, including:

history of injuries

current function at past injury sites

industry endorsed risk stratification

observation and analysis of the following using at least three functional movements for each client in line with accepted movement and technique standards:

functional movement capacity for at least five clients using exercise observation in all of the following movement patterns and scenarios:

push

pull

squat

lunge

rotate

overhead press

overhead pull

with and without equipment

loaded and unloaded

records of gait observation for at least three clients:

view:

anterior

posterior

lateral

gait cycle:

stance phase

swing phase

flight phase

double stance phase

evaluation:

ankle

foot

tibia

knee

pelvis

trunk

head

arm

foot cycle:

foot strike

mid–stance

toe off

evaluation of:

sequence of movement at each joint

sequence of muscle actions

efficiency of movement

evidence-based injury prevention strategies supported by relevant research regarding the cause and prevalence of commonly occurring injuries:

incidence

severity

prevalence

cause

type of injuries

implementation of at least three injury prevention measures for each client, involving:

screening

protective equipment

hydration and healthy eating

pre-exercise, warm-up and stretching

neural stretching

recovery strategies and physical conditioning

frequency and duration of participation

correction of technique

checking for adequate rehabilitation following injury

appropriate management of risk factors that may predispose the client to further injury

staff training about risks, referral and appropriate exercise programming for specific populations

collaboration with medical or allied health professional, stakeholders and clients to develop, implement and monitor injury prevention and management strategies.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements:

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

equipment safety standards

defined roles and responsibilities of the advanced personal trainer and their ethical and legal limitations in implementing injury prevention and management strategies

risk factors associated with a range of injuries:

personal and internal factors

past injury to an area

biomechanics

exercise technique

extrinsic factors

equipment used

gender

age – growing as well as ageing bodies

training load (acute and cumulative)

fitness level

posture

trainer/instructor knowledge and skill

basic principles of biomechanics to enable the application of appropriate techniques and strategies to minimise injuries for specific fitness activities

correct execution and teaching points for the following primal functional movement patterns and the implications of results in regards to injury prevention strategies:

push

pull

squat

lunge

rotate

overhead press

overhead pull

pathology of common injury for specific activities, and injury response and the phases of healing and repair:

primary or secondary

direct or indirect

acute or overuse

musculoskeletal

anatomy of the musculoskeletal system and its supporting systems to enable the design of appropriate programs

function of the neuromuscular system to enable design of appropriate programs

range of motion and stretching techniques to enable inclusion of exercise variables to suit client functional capacity

role of exercise and fitness in the prevention, management and rehabilitation of common exercise related injuries and falls prevention

appropriate measures for joint mobility:

visual observation

use of appropriate equipment

joint specific range of movement

tests for specific joints

segmental mobility of vertebral section

active range

functional range

hypo or hypermobile joints

contralateral

symptoms

common types of re-occurring injuries:

sprains

strains

primary or secondary

direct or indirect

acute or overuse

musculoskeletal

appropriate tests for muscular strength:

relative strength

muscular endurance including functional endurance

primal functional movement patterns and muscle activation for muscle groups used:

push

pull

squat

lunge

rotate

overhead press

overhead pull

functional anatomy of joints:

glenohumeral:

bones

ligaments

related structures

muscles acting on the joint

elbow:

bones

ligaments

related structures

muscles acting on the joint

lumbo–sacral:

bones

ligaments

muscles acting on the joint

intervertebral:

bones

ligaments

muscles acting on the joint

hip (coxal):

bones

ligaments

muscles acting on the joint

knee (tibiofemoral and or patellofemoral):

bones

ligaments

related structures

muscles acting on the joint

ankle (talocrucal):

bones

ligaments

related structures

muscles acting on the joint

bony landmarks:

mastoid process

spinous process of the vertebrae

spine of the scapula

inferior angle of the scapula

acromion process

coracoid process

xiphoid process

lateral epicondyle of humerus

head of the radius

styloid process

olecranon process

umbilicus

anterior superior iliac spine

posterior superior iliac spine

iliac crest

ischial tuberosity

greater trochanter

lateral femoral condyle

medial epicondyle

lateral epicondyle

superior border of the patella

inferior border of the patella

lateral malleolus

medial malleolus

calcaneus

factors affecting movement patterns and exercise performance, including deviations in posture or functional limitations at commencement, during, at completion of exercise or movement:

asymmetrical muscle tone

range of movement and mobility of major joint complexes

spinal curvature – lordosis, kyphosis, scoliosis

scapula setting:

winging of scapula

anterior tipping/tilting

upward/downward rotation

pelvis position:

anterior/posterior

rotation

knee alignment:

varus/valgus

foot alignment:

internal/external rotation

pronation/supination

forward head

stability of major joint complexes

muscle strength and activation

neuromuscular control

sitting/standing/supine positions

processes for, and reasons for referral to appropriate medical or allied health professionals:

pain upon presentation to initial session/induction

history of uncontrolled/unresolved pain

pain during movement or exercise

static postural deviations

an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health advice that the problem could be made worse by participating in physical activity/exercise

client history of an injury that has resulted in residual functional limitation

industry endorsed scope of practice.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

anatomical and physiological information and resources related to injury prevention

anatomical models or images

legislation and organisational policies and procedures in relation to injury prevention strategies.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

client record forms

fitness industry standard equipment suitable for analysing client risk of injury and conducting range of movement tests

industry endorsed client pre-exercise health screening and risk stratification tools

at least four of the following postural screening equipment:

plumb line

grid

photographic technology

video analysis

tape measure

goniometer

flexometer

plurimeter

pressure biofeedback unit

medical or allied health professionals for referral processes; these can be:

medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace or training organisation

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate injury prevention knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU001 Handle horses

Modification History

Not applicable

Application

This unit describes the performance outcomes, skills and knowledge required to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

Horses are handled in contained areas including stables, fenced arenas, yards, round yards and paddocks.

It requires knowledge of horse temperament, behaviour and body language to safely interact with horses and the ability to catch, lead, tie up and release horses.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. It applies to people working at all levels who handle horses as part of their regular work activities.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess risks for horse handling activities.	1.1. Identify known temperament, behaviour and level of education of horse prior to handling. 1.2. Identify current environmental factors that may affect horse senses and behaviour. 1.3. Observe and interpret horse body language and vocalisations to assess current horse behaviour. 1.4. Identify and assess risks associated with the particular activity, horse enclosure and horse. 1.5. Identify safe handling practices and confirm required organisational safety and emergency response procedures.
2. Approach and catch horses.	2.1. Identify horses to be caught by their features. 2.2. Check and confirm horses are aware of presence of handler prior to approach. 2.3. Move safely around any horses lying down without encroaching danger zones. 2.4. Catch an individually housed horse. 2.5. Catch a horse from within a group of horses. 2.6. Approach horses with halter and lead, using body language that minimises adverse horse reactions. 2.7. Fit halter and lead assuming safe body position in relation to horses.
3. Lead, tie up and untie horses.	3.1. Assume safe body position in relation to horses and use cues to start, stop and turn horse. 3.2. Lead horse, under control, on its own through doorways and gates. 3.3. Lead and stand horse single file in a group, and control to ensure horse and own safety. 3.4. Lead horse under control past others leading a horse. 3.5. Lead horse under control through, and out of a group of horses. 3.6. Secure horse to tie up point. 3.7. Check and confirm horse is aware of handler, move around avoiding danger zones, untie and lead horse.
4. Release horses.	4.1. Remove halter and lead, assuming safe body position in relation to horse. 4.2. Release horse into enclosure for a single horse; confirm security of enclosure before and after release. 4.3. Release horse into enclosure housing groups of horses; confirm security of enclosure before and after release. 4.4. Release horse as part of a group of handlers releasing horses; confirm security of enclosure before and after release.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour during all handling activities and respond to adverse behaviour. 5.2. Complete on-the-spot risk assessment as hazards arise during activities to avoid injury to self, others and horse. 5.3. Use techniques to calm and control horse throughout activities and amend or cease activities as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures for handling horses.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm handling conditions, hazards and risk control practices interact with other handlers clearly to support a positive and safe handling environment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU001 Handle horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use safe practices and organisational safety procedures to catch, lead, tie up and release horses on four different occasions using a different horse on each occasion

work within a group of minimum three and maximum six handlers on each occasion

during all handling activities, consistently respond to horse behaviour and control horses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for handling horses

identifying features of horses:

points of the horse

colour and markings

brands

gender

size

meaning of horse temperament and various descriptions used

key features of horse instinct and how this impacts on behaviour in different situations

various levels of education for horses and indicators of education level

known temperament, behaviour and level of education of horses to be handled

environmental conditions that can unsettle horses to include:

wind and other weather features

fire and smoke

noise from people, machinery and vehicles

presence of other horses and animals

containment within fenced areas or stalls

how horse senses can influence their behaviour and reactions with emphasis on:

smell

sight - field of vision, perception of depth

touch sensitivity

hearing

horse posture, body and tail movements, facial expressions and vocalisations that indicate a horse is:

relaxed

alert

unsettled or stressed

agitated or aggressive

frightened, in a state of flight response

human body language and behaviour to avoid when around horses

positive human body language and behaviour that minimises adverse horse reactions

cues used to start, stop and turn horses

safe handler body positions used in relation to horse when:

catching; fitting and removing halters

leading and releasing horses

tying up and untying horses

meaning of danger zones around horses:

within kicking or striking range of horses’ legs

within head butting, biting or tail swish range of horses

within area where horse is risng from lying down

within confined areas where a horse may crush handler

purpose, features of and techniques used to fit and adjust equipment to ensure correct fit, comfort for horse and safety of handler to include:

halters

leads

ropes

risks associated with the following horse handling activities and techniques used to control and ensure welfare of horses and safety of handler:

catching

leading

tying up and untying

releasing.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant handlers’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that handler and horse combination is safe.

Assessment must ensure use of:

a group of minimum three and maximum six handlers including the candidate

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first, second and third assessment occasion

compliant and manageable horses for the fourth assessment occasion

equipment used to catch, lead and tie up horses:

halters

leads

tie up points

organisational safety and emergency response procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU001 Handle horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving handling horses where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing handling skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses at walk, trot and canter to a fundamental skill level.

Horses are only ridden in fenced arenas. During all activities, riders are under the direct instruction of qualified instructors who are proficient riders.

This unit applies to individuals who are new and or inexperienced horse riders and who are developing their initial riding skills. They would progressively develop additional riding skills required for work, recreational or competitive activities after achieving the foundation competency described by this unit.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for safe riding activities.	1.1. Assess, with instructor, horse behaviour and suitability for riding activity and own skill level. 1.2. Assess, with instructor, level of horse education and suitability for riding activity and own skill level. 1.3. Discuss and identify, with instructor, potential hazards and associated risks for riding environment, weather, horse and riding activity. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities.
2. Select and prepare tack, horse and personal equipment.	2.1. Check condition of assigned horse, report any signs of illness or injury, select grooming equipment and groom before fitting tack. 2.2. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 2.3. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety. 2.4. Present horse and self to instructor for check prior to mounting.
3. Mount and ride horses.	3.1. Follow all instructions and safety directions to control horse throughout riding activities. 3.2. Mount horse safely and to ensure balance; check and adjust equipment as required. 3.3. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 3.4. Use upright seat to walk, trot and canter horse calmly and maintain rider balance throughout. 3.5. Control horse line of direction and speed at halt, walk, trot and canter. 3.6. Ride horse under control in a group and alone, through a range of movements. 3.7. Control horse line of direction and speed to safely approach and avoid hazards. 3.8. Maintain safe zones and communication protocols during group riding activities.
4. Dismount, cool down and release horse.	4.1. Dismount horse safely to ensure balance, lead horse, ensuring safety of horse and self. 4.2. Remove equipment from horse according to organisational safety procedures. 4.3. Cool horse down as necessary. 4.4. Release horse to enclosure according to organisational safety procedures. 4.5. Check equipment for wear or breakage, and report any faults.
5. Evaluate riding techniques.	5.1. Evaluate riding skills after each ride and discuss techniques and adherence to safety requirements with instructor. 5.2. Identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm riding conditions, instructions, directions and feedback clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Learning skills to:	modify and use new techniques according to riding conditions and horse behaviour.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rides under direct instruction in an arena on three different calm, consistent and obedient horses

ride within a group of minimum two and maximum eight riders during each ride

across the three rides, cumulatively use the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during each ride, consistently:

use safe horse handling and riding practices and techniques to effectively control the horse

follow instructions and safety directions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding activities

factors that affect the matching of horses to riders at a fundamental level of understanding to include:

rider’s age, size, weight, physical capabilities and skill level

horse age, size, behaviour and level of education

a range of potential hazards connected to the arena environment, weather and horse, and commonly used control measures

communication protocols for group rides

the meaning of safe zone for riding in a group and techniques used to maintain gaps between horses

common behaviour patterns of horses during group rides

basic indicators of horse illness and injury

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles

saddles cloths

bridles

reins

bits

stirrups with safety features

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for riders to include:

clothing

footwear

helmets

fundamental horse riding techniques used to control horses safely and effectively to include those for:

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum two and maximum eight riders, including the candidate

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding activities.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU002 Ride horses using fundamental skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience in a role involving equestrian, outdoor recreational or instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU003 Ride horses on tracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on basic trail rides offered by outdoor recreation operators.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1.Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in tracked trail ride environments.	2.1. Mount and dismount horse safely in tracked trail ride environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding, and safely and effectively handle the horse in a range of movements. 2.4. Establish and maintain an appropriate rhythm and pace. 2.5. Maintain safe zones and communication protocols during group riding activities. 2.6. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and inclines.	3.1. Choose, and maintain riding position appropriate for negotiating obstacles and grade of incline. 3.2. Control horse resistance, line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Control line of direction and speed of horse using appropriate gait to negotiate ascending and descending inclines of mild grades.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control on the flat

negotiate ascending and descending inclines of mild grades under control

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

ride towards and away from the group

ride towards, around and away from hazards

consistently use safe horse riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in tracked areas

communication protocols for group trail rides in tracked environments

the meaning of safe zone for group trail rides in tracked environments and techniques used to maintain gaps between horses

common behaviour patterns of horses during group trail rides

horse riding techniques used to control horses safely and effectively in tracked environments to include those for:

mounting and dismounting without assistance in the open

starting and stopping

different seat positions for ascending and descending inclines which are not steep

walking, trotting and cantering horses on the flat

negotiating ascending and descending inclines of mild grades

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

riding towards and away from the group

riding towards, around and away from hazards

typical hazards and obstacles found in tracked environments and techniques used to safely negotiate these.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU003 Ride horses on tracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU004 Ride horses on untracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes. Rides would typically involve overnight stays and this unit requires the ability to manage horses overnight.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on complex trail rides offered by outdoor recreation operators.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions for difficult untracked terrain, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in untracked trail ride environments.	2.1. Mount and dismount horse safely in untracked trail environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding in difficult terrain and safely and effectively handle the horse in a range of movements. 2.4. Instigate a gait appropriate to the terrain, establish and maintain an appropriate rhythm and adjust according to conditions and terrain. 2.5. Maintain safe zones according to the terrain and environmental hazards. 2.6. Maintain communication protocols during group riding activities. 2.7. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and steep inclines.	3.1. Consistently control horse to safely approach and negotiate constant and unpredictable environmental hazards and obstacles. 3.2. Choose appropriate gait, and control horse resistance, line of direction and pace to ride over uneven and unstable ground, to ride through water, and to negotiate ascending and descending steep inclines. 3.3. Monitor horse behaviour towards obstacles and use techniques to maintain horse confidence and calmness.
4. Manage horses overnight.	4.1. Assess prevailing conditions and select suitable site for containing or tethering horses. 4.2. Set up temporary horse containment area or tethering systems to ensure security and welfare overnight. 4.3. Check condition and health of horses and treat as required. 4.4. Monitor safety and security of horses through the night. 4.5. Store equipment securely to avoid damage and exposure to weather conditions. 4.6. Return site to equal or greater standard on departure to minimise impact on environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Teamwork skills to:	work cooperatively with other riders to set up horse containment and monitor horse security and welfare.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control within the terrain covered

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

laterals

backing up the horse

ride towards and away from the group

consistently use safe horse handling and riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in untracked areas with difficult terrain

communication protocols for group trail rides in untracked environments

the meaning of safe zone for group trail rides in untracked areas and how these can vary according to the terrain and environmental hazards

common behaviour patterns of horses during group trail rides in untracked areas with difficult terrain

horse riding techniques used to control horses safely and effectively in untracked environments with difficult terrain to include those for:

mounting and dismounting without assistance in the open

different seat positions and when these are required by the terrain

starting and stopping

walking, trotting and cantering horses and which gait is suitable for particular environmental features and obstacles

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

laterals

backing up the horse

riding towards and away from the group

hydrological features of rivers, creeks and oceans including direction and speed of flow, currents and eddies, hazards they present and impacts on where horses can safely cross

typical hazards, obstacles and environmental features found in untracked areas with difficult terrain and techniques used to safely negotiate these:

dense vegetation

unstable ground

rivers and creeks

beach sand and water

steep inclines

procedures for safely crossing public roads and travelling along them

purpose, features and secure set up of:

temporary yards

high lines

picket lines

hobbles

ground tethers

daily fluid and nutritional requirements for horses operating in difficult terrain for long distances.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

horse equipment for overnight stays which can include:

halters

leads

bags, nets or bins used to feed horses

temporary yards

high lines

picket lines

hobbles

ground tethers

food and water resources for horses

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

navigation equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU004 Ride horses on untracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

It requires the ability to demonstrate, to participants, basic horse riding techniques appropriate for undemanding terrain, and to manage group riding for basic trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide basic trail rides of varying duration.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid, other equipment and resources for horses and riders according to operational requirements of trail ride.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and forecasted weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for undemanding terrain. 4.7. Check and confirm participant ability to start and stop horse and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in tracked areas.	5.1. Lead horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate undemanding terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Lead a mounted rider from horseback when required. 5.8. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.9. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with any injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information; these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in tracked areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with undemanding terrain

equipment to ensure security of saddle position on varying terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of communication equipment used for basic trail rides, and factors that affect choice:

global positioning systems (GPS)

two-way radios

mobile phones and applications

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in tracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in tracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU005 Guide horse trail rides in tracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes.

It requires the ability to demonstrate, to participants, horse handling and riding techniques appropriate for challenging terrain, and to manage group riding for complex trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide complex trail rides of varying duration.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select navigation and communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid and other equipment for horses and riders according to operational requirements of trail ride. 2.3. Prepare food and water resources for horses and riders for duration of ride. 2.4. Pack saddle bags to ensure even weight distribution, horse comfort and wellbeing.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and changing weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for difficult untracked terrain. 4.7. Check and confirm participant riding ability for terrain, ability to start and stop horse, and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in untracked areas.	5.1. Lead mounted and unmounted horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate difficult terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post-ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information, these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in untracked and environmentally sensitive areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with difficult terrain

equipment to ensure security of saddle position on difficult terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

saddle bags

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of navigation and communication equipment used for complex trail rides, and factors that affect choice:

compass

route maps

topographic maps

global positioning systems (GPS)

two-way radios

mobile phones and applications

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in untracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

unmounted horses

procedures for safely crossing public roads and travelling along them

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides in untracked areas with difficult terrain

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

navigation equipment

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in untracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU006 Guide horse trail rides in untracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach handlers and riders to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' horse handling skills.

This unit applies to instructors and coaches who work for a range of organisations including those involved in equestrian sport, instructional, recreational riding and other programs.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current horse handling skills. 1.3. Develop session plans to include appropriate activities for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for handling session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare for session.	2.1. Set up area for activities and complete safety checks on environment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Select gear and equipment to match handling activities, and check it is in safe working condition. 2.4. Confirm participants have clothing and footwear appropriate for handling session
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during activities.
4. Instruct horse handling sessions.	4.1. Implement teaching and coaching techniques to impart skills and knowledge for handling techniques. 4.2. Provide clear and accurate exercise instructions and horse handling demonstrations throughout the session. 4.3. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.4. Observe and monitor participant performance of handling techniques and provide corrective instruction. 4.5. Monitor participant adherence to safety procedures and assertively correct breaches. 4.6. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 4.7. Supervise safe departure of participants from horse enclosure.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice handlers ask open and closed probe questions and actively listen to determine learners’ understanding of handling techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse handling instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner handler

deliver two sessions to a group of minimum three and maximum six learners

across the three instructional sessions, cumulatively incorporate activities to develop the following horse handling skills for learners:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop handling skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of horse handling activities

factors that affect the selection of equipment to suit handlers and activities

clothing and footwear requirements for horse handlers

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse handling and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional activities used to develop the following horse handling skills:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

common behavioural problems of horses when being handled

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of handler.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that handler and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; for group sessions, a minimum three and maximum six learners

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first and second instructional sessions delivered by the candidate

compliant and manageable horses for the third instructional session delivered by the candidate

equipment used to handle horses:

halters

leads

tie-up points

template:

session plans

safety checklists

participant profiles to include:

age and size

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU007 Instruct horse handling skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a horse handling instructor where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU008 Instruct fundamental horse riding skills

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to teach new and or inexperienced riders the fundamental skills of horse riding.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' fundamental riding skills.

This unit applies to instructors and coaches who facilitate the acquisition of initial riding skills required by recreational and equestrian sport riders before they can progress to higher order skills required for work, recreational or competitive activities. To do this, instructors and coaches must be proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Direct and assist participants to groom horse, fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct fundamental horse riding skills.	4.1. Assist with mounting of horses, check and adjust rider equipment, and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge for fundamental horse riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to :	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum four and maximum eight learners

across the three instructional sessions, cumulatively incorporate exercises to develop the following fundamental handling and riding skills for learners:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of fundamental horse riding exercises

purpose, features and safe set up of equipment used for fundamental riding exercises

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles of different types and their suitability for different riders and riding activities

saddles cloths

bridles

reins

bits

stirrups with safety features

breastplates

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for new and inexperienced riders to include:

clothing

footwear

helmets

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse riding and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional exercises used to develop the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; these must be experienced riders who role play inexperienced riders during simulated activities

for group rides, a minimum of four and maximum eight riders

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach moderately experienced riders who are seeking to advance their recreational riding skills.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively advance participants' riding skills.

This unit applies to instructors and coaches who facilitate skills acquisition for recreational riders. To do this, instructors and coaches must be proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU008 Instruct fundamental horse riding skills

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Assist participants to fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct horse riding sessions.	4.1. Supervise mounting of horses and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge to advance learners’ riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times..

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum two and maximum six learners

across the three instructional sessions, cumulatively incorporate exercises to advance the riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

particular to instructing the advancement of recreational riding skills:

suitable environments for delivery of instructional riding exercises

purpose, features and safe set up of equipment used for exercises

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques used to advance skills for horse riding

current scientific research on equine learning ability, how horses learn and recommended reward based education techniques, at a fundamental level of understanding

a range of instructional exercises used to advance riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

moderately experienced riders whom the candidate instructs

for group rides, a minimum of two and maximum six learners

horses, matched to all riders as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

mounting blocks or ramps

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU0009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated safety risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the significant safety risks associated with horse handling, instructing, coaching, guiding and riding activities.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. Risk assessments are usually completed by those responsible for the activity including instructors, coaches, guides, and trail bosses. They may complete risk assessments independently, in consultation with others or through a team effort.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify hazards for horse handling or riding activities.	1.1. Use hazard identification and risk assessment templates, independently or with other personnel to complete assessments. 1.2. Use a range of methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify man-made or environmental obstacles and hazards in areas where horse handling or riding activities are scheduled. 1.4. Gather and interpret weather and environmental information to ascertain impacts on handling or riding conditions. 1.5. Identify hazards, including biosecurity issues, associated with handling or riding horses for program activities. 1.6. Identify features of and potential hazards for tack and all other equipment to be used. 1.7. Record identified hazards according to organisational procedures and legal requirements.
2. Assess safety risks associated with hazards.	2.1. Consult with other personnel, as required, for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk analysis and risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with horse and handler or rider combination.	3.1. Use organisational templates designed to match horses to handlers or riders. 3.2. Identify handler or rider characteristics and level of horse handling or riding skills. 3.3. Identify known behaviour and education level of horses available for the activity and consider potential hazards. 3.4. Assess and select horses of suitable history, size and temperament to match handler or rider characteristics and skill level. 3.5. Assess handler or rider’s own horse, when self-provided, and ensure horse and handler or rider combination is safely matched. 3.6. Maintain records of assessments according to organisational procedures.
4. Plan activities to eliminate or control risks.	4.1. Evaluate and determine ways to eliminate hazards from horse handling or riding activity. 4.2. Evaluate and determine ways that safety risks can be effectively controlled for horse handling or riding activity. 4.3. Take measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.4. Incorporate risk control processes into documented plans or procedures for horse handling or riding activities.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour and handler or rider control during activities and adjust horse and handler or rider combination as required. 5.2. Respond immediately to safety situations and stimuli causing adverse horse reactions as they arise. 5.3. Complete on-the-spot risk assessment to avoid injury to handlers or riders and horses. 5.4. Amend or cease activities if hazard or safety risk is determined to be extreme.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for particular equestrian sport, instructional or recreational handling or riding programs:

complete one horse suitability audit

complete two risk assessments for different activities within the relevant program

incorporate risk control processes into documented plans or safety procedures for the above two activities

complete three risk assessments to match horses to handlers or riders, each using different horses and for different handlers or riders

according to three different scenarios, provide responses to immediate safety risks that have arisen during handling or riding activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under the local state or territory work health and safety law for:

organisational and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consultation in the hazard identification and risk assessment process

record keeping

for equestrian sport, instructional or recreational organisations:

what constitutes the workplace including environments where horse handling and riding activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participant handlers or riders and spectators

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

a range of methods that can be used to identify hazards for horse handling and riding activities to include:

inspecting the workplace, tack and all equipment used for the activity and completing safety checklists

gathering and evaluating weather and environmental information including terrain when relevant

identifying the known behaviour and education level of horses available for the activity

completing periodic horse suitability audits

completing biosecurity checks

identifying handler or rider characteristics and level of horse handling and or riding skills

reviewing near miss incidents and accidents

evaluating the complexity of activities

features of commonly used risk assessment methods which can include:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks which can include:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering or administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

for the particular sport, instructional or recreational riding activity:

industry association safety standards or codes or practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, content and use of templates to:

identify and record hazards, complete horse suitability audits and biosecurity checks

assess and record associated risks and control methods

match horses to handlers and or riders

factors that affect the matching of horses to handler or rider capabilities to include:

horse:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant characteristics:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the particular equestrian sport, instructional or recreational riding programs are conducted

tack and all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to horse handling and riding activities, including those for horse suitability audits and biosecurity issues

weather and environmental information including terrain when relevant

horse profiles to include:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant profiles to include:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

templates designed to match horses to handlers or riders

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

for the particular equestrian sport, instructional or recreational riding activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit, SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities, or demonstrate competency in this unit, and

have at least three years’ experience with an organisation involved in equestrian sport, instructional or recreational riding programs where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Unit Release 2. Pre-requisite unit updated.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horse illness and injury and to provide emergency treatment in situations where veterinary care is not readily available.

This unit applies to outdoor recreation operators and to guides and trail bosses who are responsible for the welfare of horses when on remote area trail rides.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

RGRPSH308 Provide first aid and emergency care for horses or other equines.

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and horse condition.	1.1. Recognise symptoms of illness or injury, use safe practices to calm and restrain horse and assess severity of condition. 1.2. Identify hazards promptly, and manage to avoid injury to self, others and horses. 1.3. Access available first aid equipment and determine suitability to treat illness or injury. 1.4. Ascertain need for and availability of veterinary advice. 1.5. Determine ability of veterinarian to attend site or ability to return horse to base.
2. Treat illness or injury.	2.1. Make contact with base and veterinarian as required. 2.2. Relay accurate factual information about horse illness or injury. 2.3. Improvise use of available first aid and other resources according to needs of sick or injured horse. 2.4. Use infection control practices to prevent infection from horse. 2.5. Administer emergency treatments independently or according to veterinarian instructions. 2.6. Nurse horse to reduce impact of shock, distress and pain. 2.7. Isolate horse if contagious or zoonotic disease is suspected and alert base of need to report.
3. Monitor horse condition.	3.1. Monitor and record horse vital signs at regular intervals. 3.2. Monitor horse condition and response to treatment; record observations and treatments. 3.3. Report ongoing horse condition to base and seek ongoing input of veterinarian, as required. 3.4. Continue with treatments, adjusting as required to ensure health and safety of horse. 3.5. Assess need to evacuate or euthanise horse and alert base to implement procedures if required.
4. Debrief and complete reports.	4.1. Participate in incident management de-brief and identify future response improvements. 4.2. Complete required incident and treatment reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for providing emergency horse treatment.
Writing skills to:	record detailed and accurate factual information about horse illness and injury and treatments using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	make accurate verbal reports about horse injuries and health problems using correct terminology to describe anatomy, physiology and condition.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to horse illness and injury in remote locations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Unit Release 2. Pre-requisite unit updated.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide emergency treatments to horses suffering illness or injury or according to scenarios during simulated activities involving well horses

identify symptoms, assess horse condition, and select and provide treatments for:

allergic reactions

wounds

bleeding

bruising

inflammation

colic

unidentified illness

distress and shock

pain

administer real or mock medications according to dose instructions to include:

oral medications

intramuscular injections

monitor horse response to three different real or scenario based treatments and adjust treatments

measure and record the following vital signs for three different horses:

temperature level

heart rate (pulse)

respiration rate

capillary refill time

hydration status

during all activities, consistently use safe horse handling and restraint techniques, and infection control practices

write a brief plan for the emergency evacuation of a sick or injured horse from a remote location for a scenario based event

complete three emergency treatment reports and three incident reports for real or scenario based events for three different horse injuries or illnesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia

safe horse handling and restraint techniques specific to handling sick or injured horses

methods for safely moving around a recumbent horse

common circumstances where a horse may become trapped and common responses after release

hygiene and personal protection practices to prevent infection from sick or injured horses

practices for safely disposing of clinical waste and hypodermic needles and syringes

biosecurity measures for contagious or zoonotic diseases including practices for isolation, use of personal protection equipment and reporting requirements

common ailments and injuries, including correct terminology, that occur in remote outdoor areas involving demanding terrain or heavy horse workloads

signs and symptoms of horse illness, injury and distress:

behavioural

physiological

vital signs to include temperature levels, heart rate (pulse) respiration rate, capillary refill time and hydration status for horses:

when resting

when under exertion

that indicate illness, stress, pain or shock

treatment options for:

allergic reactions

wounds

bleeding

bruising

inflammation

dehydration

colic

unidentified illness

distress and shock

pain

features, functions and use of emergency communication equipment.

Assessment Conditions

Skills can be demonstrated in any environment where emergency treatment is provided to horses. This does not need to be a remote area provided simulated activities and scenarios concentrate on the significance of remote area circumstances.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

calm, consistent and obedient horses, matched to the candidate as above, and which can be ill or injured or can be healthy and used for simulated activities

communication equipment for emergency response

equine first aid kit

personal protective equipment used when treating horses

real or mock equine medications

dosage and disposal instructions for equine medications

template:

emergency treatment reports

incident reports

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia.

Assessment must ensure access to:

human first aid equipment

other people with whom the individual can interact which can include other staff and veterinarians.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU011 Manage horse illness and injury in remote areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the emergency treatment of horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horses for their potential to perform effectively in equestrian sport or recreational riding programs. It requires a fundamental knowledge of horse anatomy and physiology and the impacts of conformation on horse performance.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others to acquire, condition and train horses for programs. This can include trainers, guides, trail bosses, instructors and coaches.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the impact of conformation on horse performance.	1.1. Identify the functions of the respiratory, circulatory, musculoskeletal, digestive, nervous and reproductive systems in horse performance. 1.2. Identify connection between horse conformation, performance and soundness.
2. Assess horse suitability for intended use.	2.1. Identify intended sport or recreational use and performance requirements of horses. 2.2. Use safe practices and follow organisational safety procedures during horse assessment to avoid injury to self, others and horse. 2.3. Examine horses for functional conformation and observe movement. 2.4. Identify functional conformation faults and potential to affect performance of horses. 2.5. Assess suitability of individual horses for different sport or recreational uses according to their conformation and movement. 2.6. Evaluate and complete written reports on performance potential for intended sport or recreational use.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for assessment of horse performance.
Writing skills to:	develop reports on horse assessments containing factual and conceptual information using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	provide unambiguous descriptions of horse conformation issues using complex anatomical and physiological terminology.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop a portfolio of information on the key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive system for male and female horses

assess three different horses for conformation and movement suitable for their sport or recreational purpose and cumulatively use the following techniques:

visual and physical examination

flexion test

observing the horse being ridden

observing the horse being trotted up

during all horse assessments, consistently use safe horse handling practices

write a brief report, on each of the three horses, to include:

intended sport or recreational use and performance requirements

description of horse including age, breed, height

functional conformation assessment, positive and negative features

any indicators of horse unsoundness

evaluation of potential performance problems

recommendations on the suitability of the horse for particular sport or recreational activities and performance requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for handling horses

safe horse handling and restraint techniques specific to examining horses for movement and conformation

points of a horse and correct terminology

key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive systems of male and female horses

features and factors of horse anatomy and physiology used to determine the suitability of individual horses for different sport or recreational purposes

functional horse conformation to perform well in a range of sport or recreational activities

common conformation faults for sport or recreational horses and the effects on horse movement, soundness and performance

examination techniques used to assess horse movement and conformation:

visual and physical examination

flexion test

riding or driving the horse; observing horse being ridden or driven

trotting up the horse; observing horse being trotted up

lunging the horse or observing horse being lunged

meaning of horse soundness and indicators of unsoundness that can be observed during horse movement and conformation examinations.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are examined and assessed for their potential to perform effectively in sport or recreational activities.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses of differing conformation matched to the candidate as above; these can be

calm, consistent and obedient horses or

compliant and manageable horses

halters and leads

organisational safety procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU012 Assess horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the assessment of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and implement conditioning programs for horses used in equestrian sport or recreational riding programs to optimise performance in their given role.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work independently but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare individual conditioning programs.	1.1. Identify and assess needs of individual horses according to their intended sport or recreational use and performance requirements. 1.2. Assess level of fitness of horses and weight carrying capacity. 1.3. Identify functional conformation faults and past injuries of horses. 1.4. Consult with stakeholders to identify and confirm goals of program. 1.5. Select conditioning techniques appropriate to individual horse health and fitness levels. 1.6. Design and document conditioning programs to optimise performance of horses. 1.7. Identify and confirm availability of equipment and resources for program.
2. Implement conditioning programs.	2.1. Implement conditioning program using chosen techniques appropriate to individual horse. 2.2. Monitor health and welfare of horse according to organisational policies and procedures and animal welfare guidelines. 2.3. Record progress of horse at various stages of program and provide ongoing feedback to stakeholders. 2.4. Recognise signs and symptoms of horse illness and injury and consult with veterinarian as required. 2.5. Monitor feeding and conditioning regimes to confirm suitability for horse and performance goals. 2.6. Implement modifications to program to suit horse condition and optimise performance. 2.7. Present horses in industry accepted condition to meet intended sport or recreational use.
3. Evaluate conditioning program.	3.1. Evaluate and record progress throughout all phases of conditioning program. 3.2. Evaluate outcomes against identified goals and complete written report on results to stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for horse welfare.
Writing skills to:	develop and document complex horse conditioning programs, records of progress and reports on results.
Oral communication skills to:	ask open and closed probe questions and actively listen to determine conditioning requirements and desired performance goals interact with professionals and stakeholders within the equine industry relating to conditioning horses for performance discuss horse injuries and health problems with veterinarians using correct terminology to describe anatomy, physiology and behaviour.
Self-management skills to:	take responsibility for horse conditioning programs from initial assessment through to presentation of horse in optimum performance condition.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the conditioning needs of two individual horses, according to their sport or recreational role and environment

develop individual conditioning programs for those two horses

condition those two horses to optimise performance for their sport or recreational role

during all conditioning activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses conditioned:

horse conditioning program

feeding regimes

history of illness, injury and treatments

horse progress

results.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for health and welfare of horses

range of stakeholders involved in conditioning programs for sport or recreational horses and their roles

principles of conditioning horses for the performance requirements of different sport or recreational purposes

techniques used to condition horses for specific sport or recreational use and performance goals, and associated benefits and disadvantages

purpose, features and safe set up of equipment used to condition horses for specific sport or recreational use

behaviour patterns of horses and implications for selection of conditioning methods

common conformation faults for sport or recreational horses and conditioning methods suited to those faults

the impact of conditioning on anatomical and physiological horse systems

fitness indicators of individual horses at various stages of use in a sport or recreational program

spelling requirements for sport or recreational horses to promote health and welfare

common ailments and injuries related to conditioning of horses and correct terminology

signs and symptoms of horse illness and injury:

behavioural

physiological

routine treatments for common conditioning related illness and injury

format and contents of documents which record:

horse conditioning programs

feeding regimes

history of illness, injury and treatments.

horse progress

results.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are conditioned for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses used for sport or recreational riding purposes and of varying physical condition, matched to the candidate as above; these can be:

calm, consistent and obedient horses or

compliant and manageable horses

equipment used to condition horses for specific sport or recreational use

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

templates for recording:

horse conditioning programs

feeding regimes

history of illness, injury and treatments

horse progress

results

organisational policies and procedures for health and welfare of horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU013 Condition horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving conditioning sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess the nutritional requirements of horses used in in equestrian sport or recreational riding programs, and to formulate rations and monitor feeding regimes.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who supervise the care of horses. This can include trainers, guides, trail bosses, instructors and coaches.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess nutritional requirements of sport or recreational horses.	1.1. Identify and assess nutritional requirements for individual horse needs in consultation with relevant personnel. 1.2. Select feed for quality, nutritional and economic value to meet nutritional requirements of specific horses.
2. Assess food supplements for horses.	2.1. Determine need to provide supplements to individual horses. 2.2. Identify, as required, supplements that contravene rules for horse purpose. 2.3. Assess suitability of supplements for individual horses and their workloads.
3. Establish and monitor individual feeding regimes.	3.1. Create rations and determine feeding regimes to meet individual horse needs, for the range of horses in care. 3.2. Use safe practices when feeding horses individually and in groups to avoid injury to self, others and horses. 3.3. Prepare feed and supplements, feed horses at appropriate times and monitor individual feeding regimes. 3.4. Monitor food rations and confirm they meet nutritional requirements of individual horses. 3.5. Monitor and evaluate the effects of supplements on the work performance of horses. 3.6. Provide paddocked horses with suitable pasture and supplementary feed according to their needs. 3.7. Document, for individual horses, eating behaviour, food intake and work level. 3.8. Adjust feeding regime in response to changing horse behaviour and needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret material describing complex nutritional ingredients of feed and supplements.
Writing skills to:	use fundamental sentence structure to complete horse feeding, behavioural and nutritional records that require factual information.
Numeracy skills to:	complete complex calculations to compare costs for different feed, supplements and quantities calculate and document individual quantities, measure and weigh feed and supplements for multiple horses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the nutritional requirements of three different sport or recreational horses

create a ration for each of the three horses

determine a monthly feeding regime to include feed and supplements

cost the monthly provision of feed and supplements for each of the three horses

feed the three horses according to the predetermined ration and regime on three occasions

consistently use safe work practices when feeding horses

complete documentation for each of the three horses to include:

food intake

eating behaviour

work level

any recommended changes to feeding regime.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common behaviour of horses when fed individually and in groups

safe horse handling techniques specific to feeding horses in these situations:

stables

yards

paddocks

groups of horses

basic function of horse digestive system

types of feed suitable for horses

types of supplements suitable for horses and their value to horse performance

types of supplements that contravene rules for horses used in competitive sports

sources and importance of the following to horse nutrition:

protein

fat

trace elements

fibre

minerals

factors that determine the nutritional and energy requirements of horses:

age

gender

pregnancy and lactation

weight

condition

work purpose

workload

stage of training

spelling

environmental conditions of work and housing

natural grazing and browsing behaviours of horses

poisonous plants and their effects on grazing horses

nutritional value of pasture

common horse eating disorders, feeding behavioural problems and methods to correct

indicators of need to adjust feeding regime which can include:

colic

diarrhoea

changes in horse eating behaviour

behavioural changes during work

feed safety requirements:

environmental conditions for storage of feed and supplements to avoid contamination

cleaning requirements for food storage, preparation, feeding and watering equipment.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are fed. Environments must include paddocked areas.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used to weigh and measure feed and supplements

bags, nets and bins used to feed horses

a range of equine feed and supplements

information about:

the nutritional ingredients of feed and supplements

costs of feed, additives and supplements

template feeding records.

Assessment must ensure access to:

organisational safety procedures for feeding horses

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU014 Determine nutritional requirements for sport or recreational horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the care of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to acquire and educate horses to suit the needs of equestrian sport or recreational riding programs.

It requires the ability to assess horse history, behaviour and health pre-purchase, and to plan and deliver education programs for individual horses to ensure their appropriate and safe behaviour.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish criteria for purchasing horses.	1.1. Evaluate available budget for purchasing horses. 1.2. Identify and assess program needs in consultation with appropriate personnel. 1.3. Identify characteristics and types of horses required to meet program and operational needs. 1.4. Schedule purchases to allow time for horse education before operational use. 1.5. Research horses available for sale from a range of sources. 1.6. Investigate history of horse use, education and behaviour and request relevant written reports.
2. Assess and buy horses.	2.1. Assess horses against identified program needs. 2.2. Test horses extensively prior to acquisition according to organisational policies and procedures. 2.3. Assess behaviour patterns of horses to confirm best fit with program needs. 2.4. Confirm health of animals according to organisational policies and procedures. 2.5. Purchase horses and complete appropriate documentation according to organisational procedures.
3. Assess education needs of horses and design program.	3.1. Identify required horse behaviour that meets identified program needs. 3.2. Identify unwanted and unsafe behaviour patterns of individual horses. 3.3. Assess individual education needs of horses in consultation with relevant personnel. 3.4. Design and document education program to ensure horse suitability for program and safety of clients.
4. Educate horses for sport or recreational activities.	4.1. Use safe practices and follow organisational safety and emergency response procedures throughout activities to avoid injury to self, others and horse. 4.2. Implement education techniques suitable to equine cognition, learning ability and natural behaviour. 4.3. Habituate horses to tack and equipment used in program. 4.4. Habituate horses to respond to a range of handlers and riders with different skill levels and characteristics. 4.5. Acclimatise horses to the range of environments where activities are offered. 4.6. Educate horses to negotiate the variety of terrain and obstacles covered by program. 4.7. Educate horses to program specific activities, exercises or disciplines. 4.8. Use practices, according to animal welfare guidelines, to minimise or eliminate unwanted and unsafe behaviours.
5. Evaluate horse education.	5.1. Evaluate and record progress or continuing issues throughout all phases of education program, according to organisational procedures. 5.2. Adjust education regime or discontinue horse education as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational policies and procedures purchase agreements and horse reports.
Writing skills to:	develop and document complex horse education programs record detailed information describing horse progress to desired behaviour.
Planning and organising skills to:	manage own timing and productivity to source and acquire horses, test and educate them to meet organisational program schedules.
Self-management skills to:	take responsibility for horse selection and education from initial research through to presentation of horse which matches operational and program needs.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

research the purchase of two different horses to meet the requirements of a sport or recreational program

for at least one of the horses sourced, complete the following pre-purchase assessments:

history of horse use

current level of education

current health status

behaviour and temperament, via seller reports and testing

assess the education needs of two individual horses, according to their sport or recreational role and environment

develop individual education programs for those two horses

educate the two horses to:

meet program specific behavioural requirements

program activities, exercises or disciplines

during all activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses:

education program

horse progress and ongoing behavioural issues

educational outcomes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for acquiring and education horses including those for safety and emergency response

factors that affect the suitability and selection of horses for sport and recreational use:

purchase prices and ongoing maintenance costs

size

age and gender

health

functional conformation

sport or recreational program experience and history

previous education

tractability

vices

temperament

methods for obtaining health checks

pre-purchase testing techniques used to assess suitability of horses

factors that affect the education of horses for sport and recreational use:

range of activities offered by the organisation

environments where activities are completed

types of terrain and obstacles covered by programs

characteristics of client profile including age and horse handling or riding skill level

tack and equipment used for different programs

unwanted and unsafe behaviour of horses used for sport and recreational activities to include:

bolting

biting

rearing

bucking

kicking

shying

propensity to fight

animal welfare based behaviour modification techniques for unwanted and unsafe behaviour of horses

current scientific research findings on equine cognition, intelligence, ethology and learning ability and recommended education techniques

techniques used to educate horses for program specific activities, exercises or disciplines

format and contents of documents which record:

purchase arrangements

education programs

horse progress and ongoing behavioural issues

education outcomes.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are tested and educated for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

tack to include:

halters

leads

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

sample budgets for purchasing horses

online or hard copy information about horses for sale

sample written reports covering history of horse use, education and behaviour

sample purchase agreements or contracts

templates for:

horse education programs

recording horse progress and ongoing issues

reporting educational outcomes

organisational policies and procedures for acquiring and education horses including those for safety and emergency response.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU015 Acquire and educate horses for sport or recreational programs, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving acquiring and educating sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOODR506A Evaluate policy for an outdoor organisation

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to evaluate policy and procedures for an outdoor recreation business or organisation and to suggest modifications, where appropriate. This includes researching the need and purpose for policy and procedures, conducting consultative processes with appropriate staff to review policy, drafting new or modified policy, where required, and supporting implementation.

Application of the Unit

This unit applies to those working in management or leadership roles in the outdoor recreation sector with responsibilities for planning, implementing and evaluating outdoor recreation programs and activities across a range of activity areas. This could include operations managers, program managers or adventure guides.

This may include outdoor recreation leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.

Licensing/Regulatory Information

No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Determine the context of organisational policies and procedures.	1.1. Access and interpret relevant legislation that impacts on the operation of the outdoor organisation. 1.2. Establish the scope of policy and or procedures that contribute to enhanced organisational performance. 1.3. Identify and document the desired outcomes to be achieved through the implementation of policy and or procedures. 1.4. Determine the relationship between the policy and or procedures and the organisation's strategic or corporate plan and responsibilities.
2. Prepare to review current policy and or procedures.	2.1. Determine whether procedures exist for reviewing the impact of policy and or procedures on the organisation's performance. 2.2. Develop criteria to evaluate policy and or procedures as required, including timeframes for the evaluation process. 2.3. Identify and access resources required for the review of organisational policy and or procedures. 2.4. Identify relevant parties to be included in the review of organisational policy and or procedures. 2.5. Prepare terms of reference and guidelines for the review and make available to personnel contributing to the review.
3. Review the organisation's policy and procedures.	3.1. Identify and document the objectives of the policy and or procedures and rationale for their development. 3.2. Consult with appropriate personnel to determine whether the policy and or procedures comply with relevant legal and ethical responsibilities of the outdoor recreation organisation. 3.3. Determine whether the policy and or procedures clearly define individual responsibilities and duties in relation to the implementation of organisational objectives. 3.4. Determine whether the policy and or procedures incorporate responses to the possible impact of outside influences and changes in direction and or new trends. 3.5. Apply evaluation criteria to assess the effectiveness of the policy and or procedures in achieving the organisation's business aims. 3.6. Seek feedback from relevant personnel to identify implementation issues in relation to specific areas and identify improvements to policy and or procedures. 3.7. Recommend, where appropriate, modifications to policy and or procedures.
4. Prepare draft policy and or procedures.	4.1. Draft new or modified policy and or procedures which comply with all relevant legislation and are consistent with organisational objectives, taking into account availability of resources and timeframes for implementation. 4.2. Identify personnel responsible for implementing policy and or procedures within the organisation. 4.3. Determine the feasibility of establishing a team or infrastructure to communicate details of policy and or procedures and implement them within the organisation. 4.4. Establish or modify performance management processes for monitoring the implementation of policy and or procedures within the organisation. 4.5. Establish a record keeping system to document issues which are relevant to the implementation of organisational policies and procedures.
5. Implement new or revised policy and or procedures.	5.1. Advise all relevant parties of their responsibilities under the new or modified policy and or procedures. 5.2. Provide education and training opportunities to all relevant parties as required to support implementation. 5.3. Monitor activities to ensure that policy and or procedures are adopted effectively. 5.4. Implement procedures for ongoing assessment of policy and or procedures within systems of work in the organisation or business.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: elicit information from key personnel to inform the evaluation of organisational policies and procedures seek feedback on implementation issues literacy skills to: access, collate, interpret and document information to inform the review process and outcomes research and establish relevant information impacting on policy or procedure review develop evaluation criteria for the review draft and document new or modified policies and procedures problem-solving skills to: identify and evaluate areas of non-compliance and issues impacting on implementation of policies and procedures make recommendations on improvements to support the implementation of new or modified policies and procedures planning and organising skills to undertake preparation for the review process, such as staff and resources, within identified timeframes numeracy skills to conduct the review within time and budgetary constraints.
Required knowledge
legislation impacting on the operations of an outdoor business or organisation to enable the development and implementation of policies and procedures to address the legal obligations of the business organisational policies and procedures of the outdoor business or organisation to enable the effectiveness of these to be assessed and improved strategic business and operational plans of the outdoor organisation or business to enable the development of policies and procedures to achieve business objectives data collection and research methods to enable the identification and collection of relevant data and information to inform the development of new policies internal organisational and management systems and external operating environments to enable understanding of the environment in which policies and procedures are implemented organisation's prime objectives, functions and operations and key activity areas and structures financial management and budgeting to enable the review to be completed within budgetary constraints.

Evidence Guide

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: develops systemic review procedures to undertake an evaluation of policies and procedures of an outdoor organisation that complies with relevant legislation and aligns with organisational operational requirements and responsibilities accesses and clarifies information to inform conduct and outcomes of the review and development of new or modified organisational policies and procedures documents draft policies and procedures in a format consistent with organisational requirements and uses communication strategies to inform and support personnel with implementation applies contingency management techniques to ensure compliance of policies and procedures is maintained in light of organisational changes and emerging implementation issues or changes in business direction.
Context of and specific resources for assessment	Assessment must ensure leading of a policy review and continuous improvement process on multiple occasions, that is of sufficient breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: an outdoor recreation organisation or business with employees and or volunteers relevant legislative requirements for an outdoor organisation business information relevant to the management of the organisation relevant parties contributing to the review process.
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: observation of leadership of preparation and conduct of review process oral or written questioning to assess knowledge of relevant legislation impacting on the operations of an outdoor organisation portfolio of records and reports documenting evidence of review criteria and draft policies and procedures third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISXOHS503A Establish and maintain Occupational Health and Safety systems.

Range Statement

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.
Relevant legislation may include:	occupational health and safety permits or permission for access environmental regulations marine regulations.
Policy and or procedures may include:	administration equal employment opportunity occupational health and safety performance assessment grievance training recruitment industrial relations dealing with media client confidentiality privacy staff dress staff code of behaviour client complaints records maintenance purchasing of supplies and equipment counselling or disciplinary processes.
Outcomes may include:	customer service staff performance client satisfaction.
Resources may include:	human physical financial.
Relevant parties may include:	employees clients supporters sponsors members volunteers facility owners government.
Appropriate personnel may include:	waterways departments surf rescue authorities supervisors.
Feedback may include:	verbal written.

Unit Sector(s)

Outdoor Recreation

Competency Field

Outdoor Recreation

SISSSCO513 Plan and implement high performance training and recovery programs

Modification History

The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.

Release	Comments
1	Replaces but is not equivalent to SISXCAI507A Implement high-performance training programs. Competency outcome changed. Re-categorised from Cross-Sector Coaching and Instruction field to Sport Specific Sport Coaching Field. Aspects from SISSCGP412A Implement recovery programs and SISSCGP414A Implement water based training programs have been included to reflect the more holistic approach that is now used by high performance coaches.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a high-performance training program designed to refine the skills and performance of individuals participating at a high level.

Application of the Unit

This unit applies to coaches working with individuals or teams at a minimum of state representative level.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Assess athlete ability to meet the demands of high-level performance.	1.1 Identify requirements of high-level performance for the athlete’s sport. 1.2 Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels. 1.3 Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 1.4 Establish high-performance athlete aims and priorities for the training program. 1.5 Establish agreed program needs and objectives.
2. Plan a training and recovery program to meet athlete requirements.	2.1 Investigate current national and international trends and innovations in high performance training program design. 2.2 Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport. 2.3 Consider competition requirements and align competition opportunities within training program. 2.4 Incorporate cross training opportunities where appropriate. 2.5 Incorporate principles of recovery into training program design. 2.6 Identify and select equipment and resource requirements for each stage of the program. 2.7 Include evaluation methods to monitor training program. 2.8 Schedule and document all aspects of training program.
3. Implement the program.	3.1 Explain and demonstrate safe performance of exercises and activities. 3.2 Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.3 Use motivation techniques to enhance athlete performance.
4. Monitor and adjust the training and recovery program.	4.1 Monitor and modify athlete progress in consultation with support personnel. 4.2 Identify errors, potential problems and areas for improvement in performance and communicate these with athlete. 4.3 Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable. 4.4 Adjust sessions or training program according to results of monitoring. 4.5 Provide feedback to athlete to improve performance. 4.6 Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel. 4.7 Identify symptoms of negative adaptation. 4.8 Refer athletes who have symptoms of negative adaptation to relevant support personnel.
5. Manage competitive or performance events during the program.	5.1 Address relevant competitive and or performance strategies, tactics and support needs. 5.2 Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance. 5.3 Implement changes according to results of monitoring.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: ensure requirements of athletes are understood and included in planning ensure aspects of a training program are understood and agreed upon by the athletes planning and organising skills to enable the planning of a high-performance training program to meet identified athlete needs literacy and numeracy skills to effectively schedule, document and evaluate results of high-performance training programs research skills to obtain information on trends, innovations and best practice principles of the sport and high-performance training methods teamwork skills to: coach and motivate an individual in a high-performance training program liaise effectively with support personnel.
Required knowledge
relevant activity or sport-specific knowledge, including rules and regulations, to coach the skills being included in the training program advanced principles of skill acquisition in order to plan and deliver high-performance training programs to meet identified needs anatomy, physiology and biomechanics to enable effective and safe planning and implementation of high-performance training programs, including: type and the structure of joints as they relate to joint mobility, joint integrity and risk of injury major muscles, their actions, and the role of muscles during contraction structure and function of the musculoskeletal system structure of the cardio–respiratory system and the relationship between exercise intensity and circulatory and ventilation responses organisational policies and procedures to enable the safe and appropriate conduct and recording of long-term training programs and maintain confidentiality of participant information National Sporting Organisation (NSO) best practice principles equipment manufacturer information and organisational requirements to enable the safe and effective use of exercise and training equipment.

Evidence Guide

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 ability to: assess athlete needs and develop and implement a training program to meet objectives for high-performance situations in line with current trends, innovations and best practice principles of the sport plan training sessions that meet athlete expectations, comply with legislative and organisation requirements, and allow the individual to demonstrate the use of training techniques used during a high-performance training program apply knowledge of anatomy, physiology and biomechanics and principles of recovery to the development of a high-performance training program evaluate and modify the training program according to feedback received and the results of evaluation procedures monitor and manage competitive and or performance situations during a long-term program.
Context of and specific resources for assessment	Assessment must ensure: development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: an environment with appropriate facilities, equipment and materials a range of athletes with real or simulated training goals documentation such as athlete performance history and manufacturer specifications for equipment use.
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: observation of preparing and planning for a long-term training program, including the assessment of athletes observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises portfolio of training plans and evaluation measures third-party reports from a supervisor detailing appropriate work performed by the individual.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSCO304 Customise coaching for athletes with specific needs SISXCAI305A Conduct individualised long-term training programs.

Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Requirements of high-level performance may include:	physiological and fitness targets psychological targets tactical and strategic approaches skill performance or technique development targets competition or performance targets.
Assessment methods may include:	performance in the activity tests of skills, techniques, tactics and strategies tests of psychological and physiological readiness.
Demands of participation may include:	psychological and physiological skills techniques tactics strategies.
Principles of high performance training program design may include:	specificity progressive overload rest and recovery reversibility frequency intensity duration periodisation tapering peaking individuality and maintenance.
Competition opportunities may include:	leagues local pre-season regional national state benchmark international events.
Cross training may include:	land based complementary activities water based fitness and recovery activities.
Principles of recovery may include:	training stimulus adaptation tapering training volume and intensity planning for recovery.
Equipment may include:	cardiovascular free weight hydraulic exercise balls sport specific bars steps bands resistance pin-loaded electronically-braked air-braked pool-based.
Resource requirements may include:	ratio of coaches to athletes ratio of equipment to athletes equipment time finance transport accommodation.
Evaluation methods may include:	fitness assessments lab assessments discussions training and competition performances training diaries.
Motivation techniques may include:	goal setting positive feedback.
Support personnel may include:	classifiers disability specific sport administrators team managers gear stewards other coaches competition managers facility managers fitness professionals officials sports physician sports trainer sports doctor parent or guardian physiotherapist accredited exercise physiologist sports scientist remedial massage therapist accredited practising dietician psychologist.
Athlete wellbeing may include:	injury status psychological status emotional status general self-esteem anger and or stress management detraining health self-discipline.
Monitoring may include:	questioning and discussing observing cross-referencing ongoing functional assessments of performance consulting with other support personnel or specialists.
Competition events may include:	state national international amateur professional.

Unit Sector(s)

Sport

Competency Field

Sport Coaching

SISSSDE503 Develop volunteer management policies

Modification History

The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.

Release	Comments
1	Replaces and is equivalent to SISSSPA507A Develop volunteer management policies. Updated. Re-categorised to Sport Development field.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge to develop an organisational policy for recruiting, inducting, managing and retaining volunteers in sporting clubs and organisations.

Application of the Unit

This unit applies to those working in management roles in sport and recreation facilities, clubs or organisations which utilise volunteers.

Licensing/Regulatory Information

No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Analyse policy needs.	1.1 Gather information from appropriate sources to plan and develop policy. 1.2 Identify the benefits of volunteer participation to the organisation and the volunteers. 1.3 Determine scope of policy based on identified organisational requirements.
2. Develop draft policy.	2.1 Consult with stakeholders as required to determine policy requirements. 2.2 Research and analyse any previous organisational volunteer experience to determine additional areas for consideration. 2.3 Identify and document legislative requirements that impact on use of volunteers. 2.4 Draft volunteer management policy and associated procedures according to organisational requirements.
3. Approve policy.	3.1 Present draft policy and associated procedures according to organisational policy approval procedures. 3.2 Amend policy or associated procedures as required according to organisational policy approval procedures. 3.3 Obtain formal policy approval according to organisational policy approval procedures. 3.4 Inform relevant personnel of policy and associated procedures according to organisational requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to enable stakeholder consultation that informs policy development literacy skills to prepare draft documentation according to organisational requirements problem-solving skills to identify and analyse previous organisational experience with volunteers to inform policy development.
Required knowledge
legislation to enable development of compliant policy and procedures organisational requirements for the development and approval of policy organisational vision and mission statements to enable policy development to be consistent with organisational goals.

Evidence Guide