SISOABL003 — Design adventure-based learning programs

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What an assessment for SISOABL003 must cover

34 assessable components: 3 elements (18 performance criteria), 4 performance evidence and 10 knowledge evidence requirements, plus 2 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Identify program objectives and learning needs of participant groups

1.1Identify and analyse program objectives and learning needs of different consumer markets.
1.2Consult with clients to determine program budget, objectives and special learning requirements for particular client groups.
1.3Discuss and determine complex learning needs of participants and known barriers to learning.
1.4Identify characteristics and abilities of participants that affect participation in recreational activities.

2 Design the structure and content of the program.

2.1Consult with external service providers, as required, to assist with design of programs to meet special needs of participants.
2.2Select an adventure-based learning model to meet participant needs, and determine phases to allow for progression and transfer of learning.
2.3Determine and document learning outcomes according to identified learning objectives and needs.
2.4Select suitable recreational activities and environments in line with learning outcomes, and participant abilities.
2.5Program a sequence of activities to provide effective staged achievement of learning outcomes.
2.6Select facilitation techniques suitable for learning outcomes, participant needs and the stages of group development.
2.7Develop and document session plans for each stage of the program.
2.8Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures.
2.9Document and present final program within client and organisational budgetary constraints for approval by relevant personnel and or clients.

3 Evaluate effectiveness of the program.

3.1Develop methods and tools to monitor individual and group development during programs.
3.2Liaise with delivery personnel throughout program operation to identify successes, problems and difficulties.
3.3Obtain and evaluate feedback from delivery personnel, client groups and participants.
3.4Evaluate program according consultation with others.
3.5Modify and continuously improve current and future programs according to feedback and program evaluation.

Performance evidence

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

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.

Foundation skills

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 content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing SISOABL003

What does an assessment tool for SISOABL003 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for SISOABL003 needs to address all 34 unit components: 3 elements with 18 performance criteria, 4 performance evidence requirements, 10 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for SISOABL003?

Auditori pulls the current release of SISOABL003 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for SISOABL003 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing SISOABL003 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of SISOABL003, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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