Unit of competency Outline
Date retreived
22/07/2026 7:11 AM AWST
22/07/2026 7:11 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Design and facilitate adventure-based learning programs
Design and facilitate adventure-based learning programs
Unit of competency
National Code
SISOABL503A
SISOABL503A
State Code
D6259
D6259
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to design and conduct adventure-based learning programs to meet outcomes for participants and enhance their learning opportunities. This unit focuses on the use of advanced facilitation techniques to meet the complex learning needs of participants in a range of contexts.
Notes
Elements and Performance Criteria
1. Design adventure-based learning programs.
- 1.1. Consult with participant to determine required program outcomes.
- 1.2. Access external services where required to assist participants whose needs require specialist skills.
- 1.3. Design activities to meet the complex learning needs of individuals and the group according to relevant legislation and organisational policies and procedures.
- 1.4. Determine facilitation techniques within the proposed program to reflect the stages of group development.
2. Apply isomorphic framing and indirect frontloading.
- 2.1. Determine the appropriate application of isomorphic framing adventure-based program facilitation.
- 2.2. Create and incorporate an isomorphic framework that meets program outcomes.
- 2.3. Determine the appropriate application of indirect frontloading to adventure-based program facilitation.
- 2.4. Identify and address relevant ethical issues related to the use of indirect frontloading.
3. Evaluate adventure-based learning programs.
- 3.1. Develop or access adventure-based learning program evaluation tools according to organisational policies and procedures.
- 3.2. Conduct evaluation with the assistance of peer and, where relevant, external professional supervision.
- 3.3. Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving.
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.
External services may include:
counsellors
specialist teachers
human resource officers
therapists.
Complex learning needs may include:
youth at risk
offenders
learning difficulties
corporate clients.
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
time and budget constraints
support personnel
use, maintenance and storage of equipment and resources
risk management
communication protocols
minimal impact environmental codes
code of ethics.
Adventure-based learning programs may include:
indoor
outdoor
experiential focus
personal growth focus.
External services may include:
counsellors
specialist teachers
human resource officers
therapists.
Complex learning needs may include:
youth at risk
offenders
learning difficulties
corporate clients.
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
time and budget constraints
support personnel
use, maintenance and storage of equipment and resources
risk management
communication protocols
minimal impact environmental codes
code of ethics.
Adventure-based learning programs may include:
indoor
outdoor
experiential focus
personal growth focus.
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:
consults with participants and professional practitioners, where required, to identify individual and group learning needs
designs challenging and stimulating adventure-based learning programs to meet complex learning needs and outcomes
conducts adventure-based learning programs using isomorphic framing and indirect frontloading techniques to meet complex learning needs of participants
evaluates and reflects on own performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure design and implementation of multiple adventure-based learning programs that meet complex learning needs and outcomes to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
diverse groups of participants with complex learning needs to take part in adventure-based learning activities
an environment suitable for the conduct of indoor or outdoor adventure-based activities
equipment and resources required to facilitate adventure-based learning activities.
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:
portfolio of adventure-based learning programs incorporating the appropriate use of isomorphic framing and frontloading techniques to enhance program outcomes
observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups
portfolio of program evaluations identifying strengths, weaknesses and required improvements
third-party reports from a supervisor and or leader detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
activity specific units of competency.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
consults with participants and professional practitioners, where required, to identify individual and group learning needs
designs challenging and stimulating adventure-based learning programs to meet complex learning needs and outcomes
conducts adventure-based learning programs using isomorphic framing and indirect frontloading techniques to meet complex learning needs of participants
evaluates and reflects on own performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure design and implementation of multiple adventure-based learning programs that meet complex learning needs and outcomes to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
diverse groups of participants with complex learning needs to take part in adventure-based learning activities
an environment suitable for the conduct of indoor or outdoor adventure-based activities
equipment and resources required to facilitate adventure-based learning activities.
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:
portfolio of adventure-based learning programs incorporating the appropriate use of isomorphic framing and frontloading techniques to enhance program outcomes
observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups
portfolio of program evaluations identifying strengths, weaknesses and required improvements
third-party reports from a supervisor and or leader detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
activity specific units of competency.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6065 | SROABL003B | Design and facilitate adventure-based programs requiring advanced facilitation techniques | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| OBG08 | SISOABL003 | Design adventure-based learning programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D445 | SIS50310 | Diploma of Outdoor Recreation | Qualification |