The learner:
Rating A |
Rating B |
Rating C |
identifies, communicates and organises equipment and associated needs of a group for outdoor activities, preparing for the possibility of changed conditions |
identifies and communicates to a group, equipment and associated needs for outdoor activities, taking into account the possibility of changed conditions |
identifies equipment and associated needs of a group for outdoor activities, and takes account of the possibility of changed conditions |
facilitates group in developing outdoor activity plan, analysing and selecting most appropriate plan from a range of options |
co-ordinates development and planning of agreed tasks for outdoor activities |
uses self-management strategies in developing and planning the agreed tasks for outdoor activities |
sets, instigates and monitors goals which are specific, measurable, achievable, realistic and time-framed |
sets and instigates goals which are specific, measurable, achievable, realistic and time-framed |
sets goals which are specific, measurable, achievable, realistic and time-framed |
applies, monitors and adjusts planning for a variety of outdoor activities for a group |
applies and monitors a model for planning outdoor activities for a group |
applies a given model for planning an outdoor activity for a small group |
reflects on personal progress towards organising a group for participation in an outdoor activity |
reflects on personal progress in organising a group for participation in an outdoor activity and articulates a way in which this could be enhanced in the future |
reflects on personal progress towards organising a group for participation in an outdoor activity |
communicates and negotiates with stakeholders when organising an outdoor activity |
communicates with stakeholders when organising an outdoor activity |
identifies stakeholders when organising an outdoor activity |
utilises and adapts operational procedures and documentation required for conduct of outdoor activities. |
utilises operational procedures and documentation required for conduct of an outdoor activity. |
identifies operational procedures and documentation required for conduct of an outdoor activity. |
Explanation of Criterion 1:
Students will work within the context of best practice of the Australian Adventure Activity Standards (as articulated in the Tasmanian Department of Education’s, ‘Procedures for Planning off Campus Activities’).
The GOPREPARE Model is the recommended model for planning an outdoor activity.
In the context of standard element 6 ‘stakeholders’ are people and organisations potentially affected or involved in the running of an activity, such as: students; parents; participants; staff the school/college; businesses; land owners/managers and activity bodies.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
analyses a range of leadership theories and evaluates how these may be applied in a range of situations |
analyses a range of leadership theories and their application in given situations |
describes some leadership theories and provides basic discussion of their application |
critically analyses and evaluates the effectiveness of strategies and leadership models in a broad range of outdoor activities |
analyses and evaluates relevant strategies and leadership models in a range of outdoor activities |
describes relevant strategies and leadership models in a limited range of outdoor activities |
critically analyses and evaluates techniques for facilitating reflection with different groups in a broad range of situations |
analyses and evaluates techniques for facilitating reflection in a range of situations |
describes techniques for facilitating reflection in given situations |
critically analyses role and attributes of effective leadership in a broad range of situations |
describes role and analyses attributes of effective leadership in a range of situations |
describes role and attributes of effective leadership in given situations |
critically analyses methods used in goal setting and evaluates their application in a broad range of situations. |
analyses methods used in goal setting and evaluates their application in a range of situations. |
describes methods used in goal setting and discusses their application in given situations. |
Explanation of Criterion 2:
Examples of leadership theory include, but are not limited to: continuum/style theory; conditional outdoor leadership theory; situational leadership; group and task oriented leadership; and transactional and transformational leadership.
Examples of techniques for facilitating reflecting include, but are not limited to: groups discussions; photographs and drawings; journals and logs; and scaffolded activity review sheets.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
correctly uses specialised terminology when discussing leadership qualities and skills |
correctly uses specialised terminology when discussing leadership qualities and skills |
correctly uses some specialised terminology when discussing leadership qualities and skills |
accurately defines and explains terms related to leadership qualities and skills |
correctly defines terms related to leadership qualities and skills |
correctly defines some common terms related to leadership qualities and skills |
critically analyses and evaluates the relative significance of leadership qualities and skills required in a range of situations |
analyses leadership qualities and skills required in a range of situations |
describes basic leadership qualities and skills required in a given range of situations |
analyses knowledge and skills a leader needs to predict, recognise, prevent, minimise and react appropriately to emergencies in a wide range of outdoor activities |
explains knowledge and skills a leader needs to predict, recognise, prevent, minimise and react appropriately to emergencies in a range of outdoor activities |
describes basic knowledge and skills required by a leader to predict, recognise, prevent, minimise and react appropriately to emergencies in a given range of outdoor activities |
analyses recreation sector’s policies and procedures associated with outdoor activities |
explains recreation sector’s policies and procedures associated with outdoor activities |
describes recreation sector’s policies and procedures associated with outdoor activities |
critically analyses reasons a leader may need to adjust personal actions when leading a group and evaluates possible outcomes of a range of adjustments. |
analyses reasons a leader may need to adjust personal actions when leading a group and suggests plausible adjustments. |
explains reasons a leader may need to adjust personal actions when leading a group and suggests possible adjustments. |
The learner:
Rating A |
Rating B |
Rating C |
analyses personal leadership skills, roles and responsibilities required to effectively lead an outdoor activity |
describes personal leadership skills, roles and responsibilities required to lead an outdoor activity |
identifies personal leadership skills, roles and responsibilities required to lead an outdoor activity |
accurately completes operational procedures and documentation required for an outdoor activity |
completes operational procedures and documentation required for an outdoor activity |
completes operational procedures and documentation required for an outdoor activity as directed |
effectively completes planning and communication associated with leading an outdoor activity, including provision for changes in circumstances/conditions |
completes planning and communication associated with leading an outdoor activity |
completes most aspects of planning and communication associated with leading an outdoor activity |
effectively leads a diverse group in an complex outdoor activity |
leads a group in a complex outdoor activity |
leads a group in a simple outdoor activity |
monitors own leadership and responds appropriately during an activity, and also reflects on own leadership, evaluates personal performance, and articulates ways in which leadership skills may be improved |
reflects on own leadership, evaluates personal performance and articulates ways in which leadership skills may be improved |
identifies aspects own leadership skills requiring improvement |
uses strategies to make appropriate and effective decisions in a wide range of situations/conditions |
uses strategies to make appropriate decisions in a range of situations/ conditions |
uses strategies to make some appropriate decisions in a limited range of situations/conditions |
analyses relevance of leadership planning and practical skills to other areas of life. |
describes leadership planning and practical skills relevant to other areas of life. |
identifies aspects of leadership planning and practical skills relevant to other areas of life. |
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
works collaboratively with others, recognises individual strengths and weaknesses, and supports others in achieving designated goals |
works collaboratively with others, and supports group and individuals to achieve designated goals |
works collaboratively with others in outdoor activities |
initiates, leads and manages collaborative tasks and facilitates others in the planning, organisation and completion of group activities and attainment of group goals |
constructively contributes to group activities and attainment of group goals, and facilitates group processes |
constructively contributes to group activities and attainment of group goals |
correctly identifies reasons for, and stages of, group formation which occur within an outdoor activity context |
correctly identifies stages of group formation which occur within an outdoor activity context |
correctly identifies some stages of group formation which occur within an outdoor activity context |
correctly uses specialised terminology when discussing group dynamics, and accurately explains terms and concepts related to group dynamics |
correctly uses specialised terminology when discussing group dynamics, and explains terms and concepts related to group dynamics |
correctly uses basic terminology when discussing group dynamics, and explains some aspects of terms and concepts related to group dynamics |
effectively employs a range of collaborative strategies to address issues affecting achievement of team goals |
effectively employs a range of collaborative strategies to address issues affecting achievement of team goals |
employs some collaborative strategies to address issues affecting achievement of team goals |
accurately describes a range of conflict management strategies, identifies situations where such strategies may be effective, and effective employs some appropriate strategies in group situations. |
describes a range of conflict management strategies, identifies situations where such strategies may be effective, and employs some strategies in group situations. |
describes some conflict management strategies and identifies situations where strategies may be effective. |
The learner:
Rating A |
Rating B |
Rating C |
analyses issues related to the environmental impact of a range of outdoor activities and critically evaluates ways in which these can be addressed |
explains issues related to the environmental impact of a range of outdoor activities and evaluates ways in which these can be addressed |
accurately identifies some issues related to the environmental impact of specific outdoor activities and discusses ways in which these can be addressed |
consistently demonstrates and promotes care for, and conservation of, the natural environment during outdoor activities |
consistently demonstrates care for, and conservation of, the natural environment during outdoor activities |
demonstrates care for, and conservation of, the natural environment during outdoor activities |
analyses and evaluates ‘leave no trace’ practices and consistently applies and promotes these during outdoor activities |
explains ‘leave no trace’ practices, consistently applies these during outdoor activities and assists others to do so |
identifies ‘leave no trace’ practices and applies these during outdoor activities |
accurately describes stakeholder organisations and evaluates effectiveness of environmental management strategies |
accurately describes stakeholder organisations and explains environmental management strategies |
identifies stakeholder organisations and some environmental management strategies |
analyses how environmental management strategies are implemented and evaluated.
|
accurately identifies and describes how environmental management strategies are implemented and evaluated. |
accurately identifies environmental management strategies and their implementation. |
Explanation of Criterion 6:
Stakeholder organisations include, but are not limited to: Parks and Wildlife; Hydro Tasmania; Forestry Tasmania; and private, non-government organisations (e.g. Tasmanian Land Conservancy, private companies offering outdoor experiences).
In the context of this course ‘environmental management strategies’ are those related to the use of the environment for outdoor activities. Such strategies include, but are not limited to: permit/booking systems; track re-routing/stabilising/closure; and investment in infrastructure (e.g. new huts, toilets, camping platforms).
Environmental management strategies include, but are not limited to: track use monitoring; monitoring of water quality on major tracks; and monitoring phytophora (e.g. Parks and Wildlife Overland Track Management strategy).
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
critically analyses how values shape attitudes towards the natural environment |
analyses how values shape attitudes towards the natural environment |
describes some connections between values and attitudes towards the natural environment |
provides a detailed chronological description of human interactions with a natural environment and analyse factors that influence these interactions |
accurately describes human interactions with a natural environment and identify factors that influence these interactions over time |
describes human interactions with a natural environment and provide a limited overview of how these have changed over time |
gives a comprehensive description of historical and contemporary issues relating to a natural environment, and critically analyses how these impact on human-nature relationships |
gives an accurate description of historical and contemporary issues relating to a natural environment, and analyses how these impact on human-nature relationships |
gives an overview of historical and contemporary issues relating to a natural environment, and describes how these impact on human-nature relationships |
accurately describes and justifies choice and sequence of activities designed to increase connection of others with the natural environment. |
accurately describes and justifies choice of activities designed to facilitate increasing connection with the natural environment. |
identifies activities aimed at increasing connection with the natural environment. |
Explanation of Criterion 7:
‘Values’ include, but are not limited to: economic, recreational, cultural, spiritual, educational, and social values.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
clearly and accurately conveys ideas and information in a logical, coherent manner using appropriate formats |
clearly and accurately conveys ideas and information in a logical manner using appropriate formats |
conveys ideas and basic information in a logical manner using some appropriate formats |
produces written work in which English usage is correct including grammar, spelling of technical/ specialised terms, punctuation, accurate sentence structure, and effective use of paragraphs |
produces written work in which English usage is generally correct including grammar, spelling, punctuation, sentence structure, and use of paragraphs |
produces written work in which basic English usage is correct, including grammar, spelling of common words, simple punctuation, sentence structure, and use of paragraphs |
clearly and accurately conveys essential information to group participants - orally and in writing - regarding activity objectives, organisational details, and safety issues. Additional information given is relevant and enhances clarity |
clearly and accurately conveys essential information to group participants - orally and in writing - regarding activity objectives, organisational details, and safety issues. Additional information given is relevant |
conveys essential information to group participants - orally and in writing - regarding activity objectives, organisational details, and safety issues |
creates complex reports, and completes forms/ templates and follows required processes with a high degree of accuracy |
creates reports, completes forms/templates and follows required processes |
creates simple reports, completes forms/templates and follows required processes |
correctly uses specialised terminology when discussing outdoor leadership issues |
correctly uses terminology when discussing outdoor leadership issues |
correctly uses basic terminology when discussing outdoor leadership issues |
clearly identifies the information, images, ideas and words of others used in the student’s work |
clearly identifies the information, images, ideas and words of others used in the student’s work |
identifies the information, images, ideas and words of others from the student’s own |
clearly identifies sources of the information, images, ideas and words that are not the student’s own. Referencing conventions and methodologies are followed with a high degree of accuracy |
clearly identifies sources of the information, images, ideas and words that are not the student’s own. Referencing conventions and methodologies are followed correctly |
identifies the sources of information, images, ideas and words that are not the student’s own. Referencing conventions and methodologies are generally followed correctly |
creates appropriate, well structured reference lists/ bibliographies. |
creates appropriate, structured reference lists/ bibliographies. |
creates appropriate reference lists/bibliographies. |
Explanation of Criterion 8:
‘Formats’ might include, but are not limited to: using ICT to create a PowerPoint presentation; creating a poster, brochure or flyer; giving a class talk or verbal presentation; written responses.