Unit of competency details

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

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

1. Plan a canyoning session.

1.1. Establish participant's needs and characteristics .

1.2. Assess participant's current canyoning knowledge in order to determine the session's aims and objectives .

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

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

1.5. Identify potential hazards  associated with canyoning and minimise risks  according to organisational policies and procedures.

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

2. Select and organise equipment and resources.

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

2.2. Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort.

2.3. Check contents of first aid and repair kits to ensure suitability to the location and activity.

3. Brief participants.

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

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

3.3. Establish a suitable communication system for participants to use while canyoning.

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

3.5. Check and confirm that all participant equipment is fitted and adjusted.

4. Instruct a canyoning session.

4.1. Conduct warm-up and or introductory activities for participants to reduce the risk of injury.

4.2. Monitor individual participant's performance during canyoning session.

4.3. Apply instructional techniques  to impart activity specific knowledge , canyoning skills  and safety and rescue procedures .

4.4. Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.

4.5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their canyoning skills and knowledge.

5. Complete post session responsibilities.

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

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

5.3. Evaluate relevant aspects  of the canyoning session and determine the level of learning achieved.

5.4. Identify potential areas of improvement for future sessions.

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

Required skills 

• communication skills to:

• consult with participants to plan an appropriate canyoning session
• convey information about the safety aspects of the session
• interact with participants to create a safe and positive environment

• problem-solving skills to:

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

• planning and organising skills to:

• source, allocate and coordinate resources, equipment and suitable locations
• monitor and evaluate progress
• organise participants into manageable groups for canyoning activities

• language and literacy skills to:

• produce canyoning and instructional plans for the session
• complete post session participant and self evaluations

• personal canyoning skills to a high level of technical correctness to enable demonstration and explanation of techniques to participants
• first aid and emergency response skills appropriate to the location to enable initial response and or rescue in emergencies whilst instructing canyoning.

Required knowledge 

• legislation and organisational policies and procedures to ensure safe conduct of canyoning activities performed during canyoning sessions
• minimal impact canyoning codes to ensure protection of the environment
• site specific information to enable safe and effective planning and management of potential canyoning hazards and any special restrictions applying to the area
• equipment types, characteristics and technology used for canyoning, the advantages and disadvantages of the range of equipment, and factors affecting appropriate selection of equipment
• clothing and footwear requirements and factors affecting appropriate clothing selection, such as layering and protective clothing
• care and maintenance of canyoning equipment to ensure prolonged life span and safety requirements
• instructional techniques and strategies applicable to a range of ages and learning abilities to enable effective instruction of participants with different needs and characteristics
• principles of nutrition to maintain health and energy throughout the session
• canyoning techniques and common communication systems used between abseilers and belayers when canyoning to reduce risk
• belay systems, devices and anchors appropriate for a range of canyons
• technical canyoning knowledge, such as advantages and disadvantages of various knots in a variety of situations
• weather and environmental information to ascertain possible conditions and their affect on the session
• first aid, emergency and rescue procedures relevant to the location to ensure risk minimisation to self and group.

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

Overview of assessment 

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

Evidence of the following is essential:

• plans and delivers information, explanations and demonstrations for canyoning sessions to ensure activities are conducted safely according to participant's needs and characteristics
• observes and monitors the progress of participants and provides constructive feedback and intervention to improve canyoning performance
• uses and modifies instructional techniques and or activities to cater for a range of individual learning styles
• evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment 

Assessment must ensure instruction of multiple canyoning activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance

Assessment must also ensure access to:

• resources and information regarding participants and location to plan, instruct and document canyoning sessions
• a suitable canyon location for the conduct of instructional sessions
• a group of participants to take part in the canyoning session
• canyoning, abseiling, belaying, protection, navigation, communication, safety, first aid and teaching equipment.
• relevant regulatory requirements.

Method of assessment 

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

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

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

• SISOCAY405A Apply advanced vertical canyoning skills
• SISOCAY406A Establish complex belays in canyons
• SISOOPS303A Interpret weather conditions in the field
• SISOVTR402A Perform complex vertical rescues.

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.

Characteristics  may include:

• age
• cultural and situational factors
• previous experience and knowledge
• physical development.

Session's aims and objectives  may include:

• develop canyoning skills and techniques
• education
• therapy
• fitness targets
• recreation.

Instructional plan  may include:

• canyoning activities and drills
• duration of activities and drills.

Canyoning plan  may include:

• aims and objectives
• date, time and duration
• location, resources and equipment
• instructor and participant ratios
• safety requirements
• risk management plan.

Relevant legislation  may include:

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

Organisational policies and procedures  may include:

• occupational health and safety
• risk management procedures
• time and budget constraints
• use and maintenance of equipment
• communication protocols
• confidentiality of participant information
• instructor and participant ratios
• code of ethics.

Hazards  may include:

• temperature extremes
• slippery or unstable terrain
• dangerous animals and insects
• stinging trees and nettles
• dense vegetation
• group management hazards.

Risks  may include:

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

Relevant sources  may include:

• Bureau of Meteorology
• media
• land manager or agencies
• coastal patrol or coast guard
• volunteer marine rescue
• local knowledge
• police.

Weather and environmental information  may include:

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

Contingency plans  may include:

• change in weather and conditions
• equipment failure.

Equipment  may include:

• canyoning equipment
• abseiling and belaying equipment
• safety and rescue equipment
• navigation equipment
• communication equipment.

Resources  may include:

• clothing and footwear
• teaching aids.

Contextual issues  may include:

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

Relevant information  may include:

• risk and hazard prevention and management
• canyoning techniques
• safety procedures
• rules and codes
• responsible and safe behaviour.

Safety procedures  may include:

• A - anchors - secure and suitable to application
• B - buckles - locked as per manufacturers recommendations
• C - connectors - locked, secured and orientated
• D - devices - threaded correctly and secured
• E - everything else including end of rope knots, friction hitches, belayer ready, helmet chin strap, clothing, jewellery and hair secured
• F - friend - cross check.

Instructional techniques  may include:

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

• explain
• demonstrate
• instruct
• critique
• test

• I.D.E.A:

• introduce
• demonstrate
• explain
• apply

• orientate, enhance, synthesise.

Required knowledge  may include:

• canyon features and conditions
• minimal impact practices
• risk and hazard management
• communication systems used in canyoning.

Canyoning skills  may include:

• liloing and white water swimming
• river running
• abseiling and belaying
• navigating
• negotiating hazards and minimising risks.

Safety and rescue procedures  may include:

• emergency response
• group management in emergency situations
• symptoms, treatment and prevention of common canyoning risks.

Relevant aspects  may include:

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