Learning Program- Outdoor Recreation

Outdoor Recreation teachers are required to use this form to develop curriculum from the given program details, and by so doing to also meet government requirements for quality compliance. Developed or Jayd WIELAND Date 20 AUG 2013 last updated by The following 7 steps which work best in a dynamic method developing and refining by going back and forward until satisfied with the finished product.
1 Details 7 Tools 6 Mapping 2 Strategy 3 Schedule 4 Overview

5 Assessment

Curriculum development is an ongoing process of continual improvement and refinement. Following delivery of the program this form needs to be reviewed for possible improvements and again looked over and updated just before next delivery.

1.SUBJECT DETAILS PROGRAM TITLE MOVING-WATER RESCUE

Code & Course Prerequisite units Unit /S
Code and Descriptor

SIS 40310 Certificate IV in Outdoor Recreation

Nil FW canoe guide, Aquatic rescue and WFA highly recommended SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries

Session Start Date

REC131
5 SEP 2013

Finish Date

22 SEP 2013

2.TEACHING STRATEGY FACILITATED LEARNING

Online resources [moodle] Classroom based Excursion field-trip Training Manual/Workbook Directed activity Directed personal experience Industry experience

ASSESSMENT METHOD
Observe performance Practical task Exam Moodle assignment Moodle Quiz Moodle Exam Workbook exercises Personal Logbook Industry experience Logbook

Wodonga Institute of TAFE 2013

Alpine Introduction 131

3a. LEARNERS SCHEDULE

Date Prior Location, Time
Moodle and G+

Logistics and Training Details

Assessment taking place

LEARNING RESOURCES Increase your knowledge and understanding of important information required for moving water rescue. Particularly important is that students fully understand food and clothing requirements for the camp. Students are required to watch 12 x 5 minute online clips on river rescue (www.rescueforriverrunners.com) prior to the 1st class. Students are also required to carefully investigate food and clothing requirements and arrange accordingly. *Complete candidate sign-off

Signoff

DAY 1

08.00h 17.00h WIOT

OUT OF WATER EXERCISES, ROPE SKILLS, & FINAL PREPARATION FOR THE MOVING WATER ENVIRONMENT Subject overview and details Assessment Wodonga TAFE approach to moving water rescue training o Course expectations o Acknowledgment of risk in training Overview of risks o Flush drowning o Drowning due to entrapment: Stoppers, sieves, strainers, foot / body entrapment, rope o Traumatic injury o Hypothermia o Heart attack Preparing for the moving water rescue environment o Moving water zones (River; river edge; safe) o Looking after your body o Personal protective equipment Examine safety gear carried Hand out gear o Personal- Throw bag, knife, whistle o TAFE loan gear- 1 long sling, 2 prussicks, 3 biners o Practice throws o Practice communication Rope techniques and gear retrieval o The Wrap kit o Safe working loads o Knots & Anchoring o Load distributing anchors (Magic X, Boatmans knot) o Wrapped boats (attachment points and angle of pull, other tricks) o Mechanical advantage systems (tug of war, 2:1, Zdrag, Pig rig)

A1

Wodonga Institute of TAFE 2013

Alpine Introduction 131

DAY 2

07.30h Wodonga TAFE to Mitta Mitta township

MOVING WATER AWARENESS AND SELF RESCUE Wodonga TAFE to Mitta Mitta o Meet at Wodonga TAFE, load bus and depart for Mitta Mitta township. o Welcome & settle in at caravan park o Introduction to practical part of course and instructors o All in PPE for water activities before leaving park. Pack boats and all required gear o Drive to put in (West Branch Ck.) Rafting trip down Snowy Creek with guides teaching students along the way Standard safety talk Rafting fundamentals Hydrology o Gradient o Flow o River features o Force of water o River terminology River grading River running procedure o Safe numbers (min. 2 boats, min 4 people) o Spacing & order o Observing rapids & Choosing lines o Portaging & Lining boats Basic boating techniques o Breaking in / out of current o Ferry gliding (Forwards / Backwards ferry) o Tilting boats down current & onto obstacles o Getting off snags o Negotiating holes Communication o Visual signals o Whistle signals Lunch Car shuffle to retrieve bus. All to top bridge with rafts. Simulated strainer taken. Defensive moving water swimming Aggressive moving water swimming o Aggressive entry o Ferry gliding o Breaking in / out of current o Eddy roll o Strainers o Holes Basic shallow water crossings o Solo with paddle o Line abreast o Line astern o Wedge crossing and rescue

A2 A4

Wodonga Institute of TAFE 2013

Alpine Introduction 131

Car shuffle to retrieve bus. All back to camp. Showers & dinner. Evening class Risk analysis for moving water situations (1) o Risks o Hazards o Management strategies Rescue Philosophy o Moving water rescue- APAPA (Alert but calm, PPE, Assess, Plan, Act & react) o Moving water rescue roles o Rescue options (Hello / Reach / Throw / Wade / Row / Go (Tow)) o Rescue phases (Locate, Access, Stabilise, Transport)

DAY 3

Mitta Mitta

RESCUE OF OTHERS Breakfast, pack lunch & snacks. In PPE by 08.00h. Techniques for rescuing others 1 o General points on rescue gear o Throwbag revision and joining bags (at camp) o Search exercise near camp Drive to best area for rescue exercises (depends on conditions)- possibly bridge between West Ck. and Walnuts. Techniques for rescuing others 2 o Throwbags use in water (Prac. Exam) o Using a flip line o Re-entry into boats (unassisted and assisted) o Rolling an unconscious patient (PFD technique, extended arm grip technique) o Swimming rescues (Approaching a swimmer in distress, rescue swim) Lunch Techniques for rescuing others 3 o Pull raft across current with a single rope o Stabilise a boat o Tethered boat in team rescue o Pendulum crossing in team o Swimmer lowering methods o Vector pull to ferry swimmer Drive to West Branch Ck. o Tensioned diagonal rope above rapid (large team) Canoe intro Trip to camp. Car shuffle to retrieve bus. Showers & dinner. Evening class Risk analysis for Moving water situations (2) o Risks o Hazards o Management strategies

A3 A4

Wodonga Institute of TAFE 2013

Alpine Introduction 131

DAY 4

Mitta Mitta Back to WIOT by 20.00h

ENTRPAMENTS AND GEAR RECOVERY Breakfast, pack lunch & snacks and in PPE Drive to best area for days exercises (depending on the level) Entrapment victim stabilisation o From either bank o 1 shore o Using cinches o Snag lines Rope techniques and gear retrieval o Retrieving wrapped boats Lunch Canoe trip down to camp (possibly taking in part of Walnuts to Gauge station section) with scenarios as appropriate for situation Car shuffle to retrieve bus Pack up camp and leave

A3 A4

Post CAMP

Moodle

MOODLE QUIZ and EXAM Answer a short quiz on moving water hazard identification and risk management Complete on online exam (no learning resources to assist) covering any aspects from the camp and workbook

A5 A6

Wodonga Institute of TAFE 2013

Alpine Introduction 131

3b. TEACHERS SCHEDULE

PREP FOR MOVING WATER & ROPE SKILLS
Day 1, Wodonga TAFE, 8:00am 5:00pm Teaching information Activity notes At WIOT with exercises outside during day Hand out books Subject overview and details Assessments Wodonga TAFE approach to moving water rescue training Course expectations Acknowledgment of risk in training Overview of risks Flush drowning Drowning due to entrapment: Stoppers, sieves, strainers, foot / body entrapment, rope Traumatic injury Hypothermia Heart attack

Preparing for the moving water rescue environment Moving water zones (River; river edge; safe) Personal protective equipment Specific Hypothermia information Examine safety gear carried Hand out gear Personal- Throw bag, knife, whistle TAFE loan gear- 1 long sling, 2 prussicks, 3 biners Communication Rescue gear, ropes, throwbags Rope techniques and gear retrieval Safe working loads Knots & Anchoring Load distributing anchors (Magic X, Boatmans knot) Wrapped boats (attachment

Watch clips: o Bad day rafting (Impact, upstream flips in holes, possible wash under raft) o Strainer on Lavezzola (Strainer) o That time Mike almost drowned (Flush) o Rescue gone wrong (V of rope) o Crazy kayak beatdown (Stopper) o Rider of the year 2012 Carnage section (Stopper, Flush, Double stopper, Sieve) o Kayak in Sieve (Sieve) o Lava Falls Flip (Right & re-enter) Show students typical PPE & discuss

Show gear I take paddling and wrap kit & TAFE trip gear. Discuss Hand around gear they will use for the trip. OUTSIDE: prac. Comms, and throwbags (if enough on hand)

Students practice then Assess knots Get boats ready to tie to Students practice then Assess anchors Demonstrate methods Students practice the Assess Mechanical Adv.

Wodonga Institute of TAFE 2013

Alpine Introduction 131

points and angle of pull, other tricks) Mechanical advantage systems (tug of war, 2:1, Z-drag, Pig rig)

systems

Wodonga Institute of TAFE 2013

Alpine Introduction 131

MOVING WATER AWARENESS & SELF RESCUE (1)

Day 2, Snowy creek , Morning Teaching information Settle in at Caravan Park Welcome, Introductions, Settle in Draw attention to work book pages for morning Standard safety talk Rafting fundamentals Hydrology Gradient Flow River features Force of water River terminology River grading River running procedure Safe numbers (min. 2 boats, min 4 people) Spacing & order Observing rapids & Choosing lines Portaging & Lining boats Basic boating techniques Breaking in / out of current Ferry gliding (Forwards / Backwards ferry) Tilting boats down current & onto obstacles Getting off snags Negotiating holes Activity notes Raft from West Branch Ck. to camp Students in PPE and load onto bus Emergency gear packed All boats and gear at top All boats and gear ready Give standard safety talk Students in boats and learn commands from guide Students told that this trip down will teach them sections from their books practically. Guides to use as many teaching opportunities as possible. Encourage students to ask questions. Ensure all points covered on this lesson plan.

LUNCH at CAMP

Wodonga Institute of TAFE 2013

Alpine Introduction 131

MOVING WATER AWARENESS & SELF RESCUE (2)

Day 2 , Snowy creek, Afternoon Teaching information Drive to area appropriate for swimming (Bridge below Walnuts bridge) Defensive moving water swimming Activity notes *No Paddling- exercises at Bridge below Walnuts bridge Ensure strainer is packed Look at the level Discuss with other Instructors Check for strainers & other hazards 2nd years to Demo and set upstream / downstream safety Basic defensive swimming Work through aggressive swimming exercises

Aggressive moving water swimming Aggressive entry If venue is good for shallow water crossings Ferry gliding consider doing all there then drive to West Branch Breaking in / out of current Ck. to set up strainer and have more challenging Eddy roll rapid swim Holes (Talk through methods) Strainers (Perhaps practice at another venue after shallow water crossings) Basic shallow water crossings Solo with paddle 1 Line abreast 5 Line astern 5 Wedge crossing and rescue 10 BACK to CAMP. NEXT SESSION AFTER DINNER Risk analysis for moving water Students work in groups to brainstorm hazards. situations Share with group. Then work in groups to fill in risk Risks management for Moodle prompting. Share with Hazards group Management strategies Rescue Coordination, Roles, Students to read decision making in own time. Options, Phases Students to think of rescue system points. Go Moving water rescue- APAPA through APAPA system, roles, rescue options, (Alert but calm, PPE, Assess, rescue phases Plan, Act & react) Moving water rescue roles Rescue options (Hello / Reach / Throw / Wade / Row / Go (Tow)) Locate, Access, Stabilise, Transport

Wodonga Institute of TAFE 2013

Alpine Introduction 131

RESCUE OF OTHERS
Day 3 Snowy creek All day Teaching information Activity notes Exercises at West Branch Ck. then raft down to camp. Then back to top and canoe intro and paddle Make sure students have lunches packed as lunch could be anywhere Students practice with bags Search exercise on other side of river from camp Pack Rafts and all gear Drive to West Branch Ck. Assess Throwbag 2 throws in under 20 seconds in large rapid Flip line use and re-entry Rolls Swimming rescues Spring some unconscious patient scenarios on students

Techniques for rescuing others 1 General points on rescue gear Throwbag revision and joining bags (at camp) Search exercise in river near camp

Techniques for rescuing others 2 Throwbags use in water (Prac. Exam) Vector pull to ferry swimmer Using a flip line Re-entry into boats (unassisted and assisted) Rolling an unconscious patient (PFD technique, extended arm grip technique) Swimming rescues (Approaching a swimmer in distress, rescue swim- getting to victim, rolling, clamping with legs, covered by rope and pendulumed to shore) RAFT TRIP DOWN WITH EXERCISES ALONG WAY Techniques for rescuing others 3 Look for the best sites for the activities Pull raft across current with a Pull tethered boat to safe stopper if possible single rope Start in gentle water for swimmer lowering Stabilise a boat exercises with Y lower- make sure rescue Tethered boat in team rescue harnesses are threaded correctly and be vigilant Swimmer lowering methods on safety. REMEMBER: belayers can get with rescue harness tangled in rope and burnt, trapped or otherwise Live bait injured so have neat piles of rope on downstream side Pendulum crossing in team (Least important exercise) DRIVE BACK TO WEST BRANCH CK. Tensioned diagonal rope Team to do above large rapid above rapid Use roles of: leader, river left riggers, river right riggers, upstream safety, downstream safety, safety officer, logistics officer, communication person Canoe intro Trip down with canoes and safety kayakers NO EVENING CLASS

Wodonga Institute of TAFE 2013

10

Alpine Introduction 131

ENTRAPMENT AND GEAR RETRIEVAL

Day 4, Snowy Creek, All Day Teaching information Activity notes Consider going to bridge below Walnuts for entrapments then canoe from Walnuts to camp Make sure students have lunches packed as lunch could be anywhere Explain, demonstrate and go through. Have students practice in whatever areas have been found to be best over past couple days for the river level Canoe trip down with scenarios (may involve portaging and scouting if run from Walnuts)

Entrapment victim stabilisation Introduction to entrapment Assessments Stabilisation overview Extrication overview Hands on contact and extrication (Solo, Wedge rescue, Boat) From either bank 1 shore (Throw drift rope & retrieve, ET3) Using cinches (ET3 cross over, Karabiner clip and pull) Snag lines (Weighted rope, paddle & prussick method) Hail Mary technique Pinned boater o Same techniques but if person has no airway you possibly may clip onto boat for extrication rather than use snag line Rope techniques and gear retrieval Line to boat Retrieving wrapped boats o Pull, peel, pull & peel Revision of tug of war, vector pull, 2:1, 3:1, 4:1

Wodonga Institute of TAFE 2013

11

Alpine Introduction 131

4. SUBJECT OVERVIEW
INSTRUCTORS and ASSISTANT Jayd Wieland (WIOT) & Lynton Hill (Snowy River Expeditions) WHAT THIS SUBJECT INVOLVES This subject involves watching a series of moving water rescue instructional and accident / incident videos before the 1st day of the course (access via Moodle). It also involves you carefully reading food and clothing requirements (on Moodle) and arranging before the start of the excursion. Failure to bring correct food and clothing will render you unable to participate. Wetsuits will be available for hire during the course (contact Jayd Wieland to arrange). The course will involve 1 full day in class and 3 full days in the field doing practical exercises on Snowy Creek (near Mitta Mitta township). ABOUT THE EXCURSION Thursday morning class commences at 8:00am at Wodonga TAFE. Various aspects of moving water rescue will be discussed and dry land exercises practiced. Class will be all day. A bus will be departing Wodonga TAFE 7:30am Friday morning and returning by 7:30pm Sunday The training is conducted over 4 days. 3 days will be spent on Snowy Creek near the township of Mitta Mitta. Mitta Mitta is just over an hour from Wodonga. We will be camping at the Mitta Mitta caravan park for the 2 nights with access to a fully outfitted camp kitchen and hot showers. You will be paddling a variety of white water craft and doing practical exercises in the water every day (with lots of swimming involved). Competency based training will be conducted each day through a variety of means: practical observation; practical examination; & moodle exercises. ESSENTIALS YOU WILL NEED CAMPING: base camping gear for Mitta Mitta Caravan park over 2 nights. FOOD: You will need all your own camp meals and snacks for the 3 days. You need plenty of nutritious food to keep you energetic and warm. Fat and carbohydrates are especially important. CLOTHING: Thermally protective clothing is extremely important. You will not be able to participate in cold water activities if you do not have ad equate clothing. See the Logistics section of your handbook (on moodle) for details. PURPOSE OF THIS SUBJECT The purpose of this subject is for you to learn and be competent in: Moving water environments and associated hazards & risks; Self rescue in moving water; Rescue of others in moving water; Gear recovery in moving water; Basic river running principles to avoid the need for rescue.

Wodonga Institute of TAFE 2013

12

Alpine Introduction 131

COMPETENCE REQUIRED BEFORE COMENCING The units associated with this course have no specific pre-requisite units; however, the ability to swim is essential. Highly recommended is a first aid qualification (preferably wilderness first aid), and paddling experience or qualification (such as the WIOT offered Flat water canoe guide). Basic water rescue skills (such as the Aquatic rescue unit associated with the WIOT Flat water canoe guide) are recommended. COMPETENCE YOU WILL ACQUIRE If you successfully complete this course you will gain knowledge and skills that may help you to self rescue and rescue others in water up to grade III standard. These skills will lead toward the qualification offered by WIOT of White water canoe guide (grade II). The National Units of competence you will acquire are as follows: SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries

Wodonga Institute of TAFE 2013

13

Alpine Introduction 131

5. ASSESSMENT SUMMARY
The following assessments provide evidence that the learner has achieved competence in all aspects of the program

A1
Assessment Method: Unit/s Skills and Abilities being assessed:

Rope skills
Practical examination- Field Card SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Knots 1. Figure 8 on a bight / Figure 8 rethread 2. Alpine butterfly 3. Tape knot 4. Clove hitch 5. Munter hitch & tie off 6. Double Fishermans 7. Full strength tie off 8. Classic prusik knot, Klemheist, Auto bloc 9. Wrap 3 pull 2

Anchor points 1. Load distributing anchor 2. Boatmans anchor Basic mechanical advantage systems 1. Tug of war 2. Vector pull 3. 2:1 Complex mechanical advantage systems 1. Set up a Z- drag on dry land 3:1 to retrieve boat (use Boatmans anchor) 2. Set up a pig rig on dry land 4:1 to retrieve boat (use Boatmans anchor)

Date conducted or date due by

Day 1

A2
Assessment Method: Unit/s

Self Rescue

Observation of performance Card- Field Card SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Skills and Abilities being Identify river features (including hazards) assessed: Defensive moving water swimming Aggressive moving water swimming 1. Entry into moving water 2. Ferry gliding 3. Aggressive swimming

Wodonga Institute of TAFE 2013

14

Alpine Introduction 131

4. Eddy roll 5. Swim over strainer

Re-enter craft 1. unassisted (swim and get in on own) 2. assisted (reach with paddle and be hauled aboard) Shallow water crossings for rescue 1. Solo with paddle 2. Line abreast (Approx. 5 people) 3. Line astern (Approx. 5 people) 4. Wedge crossing and rescue (Approx. 10 people)

Date conducted date due by

or

Day 2

A3
Assessment Method: Unit/s Skills and Abilities being assessed:

Rescue of others
Observation of performance Field Card SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Search for victims in water

Throw bag use 1. 3 accurate throw bag throws on land and repack 2. Throw and rescue swimmer with bag & with coils 3. When rescued place rope on opposite shoulder to rescuer and lie on back 4. Demonstrate dynamic belay, sitting & person assisted belay when rescuing swimmer 5. 2 Throws in under 20 seconds on live swimmers in moving water Use flip line to right raft Roll unconscious patient using PFD technique and extended arm grip Using ropes to move or secure boats 1. Pull raft across current with single rope (rope clipped onto opposite side of pull) 2. Stabilise a boat 3. Tethered boat in a team rescue Using ropes to get people across deep / fast moving water 1. Pendulum crossing in a team 2. Vector pull to ferry swimmer across current 3. Set up tensioned diagonal & team cross Foot entrapment 1. Stabilisation from each shore 2. Stabilisation from 1 shore 3. Snag lines (rope weighted and rope held down) 4. Simple cinch (after stabilisation from each shore) Swimming rescues (Go)

Wodonga Institute of TAFE 2013

15

Alpine Introduction 131

1. 2. 3. 4.

Approaching a swimmer in distress Rescue swim Live bait Swimmer lowering methods

Retrieve wrapped boat 1. Angles of pull 2. Application of mechanical advantage systems

Date conducted

Day 3 & 4

A4
Assessment Method: Unit/s Skills and Abilities being assessed:

Critical aspects of moving water rescue

Observation of Performance Field Card SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Effective Preparation 1. Is prepared for cold & wet conditions by dressing in appropriate
clothing and eating appropriate food 2. Always wears PPE for the swift water environment during activities

Safety and efficiency 1. Acts in a safe manner which demonstrates an awareness of immediate hazards to themself and others 2. Assesses the risk of a situation before acting and uses appropriate risk control procedures 3. Considers the degree of urgency in a given scenario and acts accordingly 4. Considers swift water rescue method options (Hello / Reach / Throw / Row / Go) and uses most appropriate 5. Uses appropriate gear and equipment for the rescue at hand 6. Uses appropriate upstream / downstream safety Effective communication 1. Communicates the rescue / recovery plan to those assisting 2. Communicates appropriately to others in the swift water environment using hand / paddle / whistle signals Working in a rescue team 1. Can fulfil various roles in the Incident Command System 2. Can follow instructions given 3. Contributes to forming appropriate rescue / recovery plan Handles victim as gently as possible Store gear appropriately Participate in debriefs to evaluate rescue scenarios

Date conducted

Day 2, 3 & 4

Wodonga Institute of TAFE 2013

16

Alpine Introduction 131

A5
Unit/s

Moving water environment hazard identification and risk management

Moodle Assignment SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Identify risks present in moving water and their contributing hazards Develop risk mitigation strategies appropriate to river running and moving water rescue situations Completed with 2 weeks following camp

Assessment Method:

Skills and Abilities being assessed:

Date conducted or date due by

A6
Assessment Method: Unit/s Skills and Abilities being assessed: Date conducted or date due by

Moving water rescue knowledge

Moodle exam (1 hr closed book exam held in computer room at WIOT) SISOWWR201A Demonstrate self rescue skills in white water SISOWWR302A Demonstrate white water rescues and recoveries Written examination of any skills and abilities covered in A1, A2, A3 & A4 Within 2 weeks following camp TBA

Wodonga Institute of TAFE 2013

17

Alpine Introduction 131

6. ASSESSMENT MAPPING:
Where is the performance criteria included in the Assessments? What evidence is provided within the program to demonstrate all aspects have been considered?

SISOWWR201A Demonstrate self rescue skills in white water

1 Determine rescue technique. 1.1 Assess the situation and identify possible hazards and risks to self and others when swimming in white water. 1.2 Select a rescue technique suitable to the situation. 2 Apply defensive swimming techniques. 2.1 Adopt body position for defensive swimming. 2.2 Negotiate hazards using defensive swimming techniques and ferry angles. 3 Apply aggressive swimming techniques. 3.1 Identify and apply techniques to actively free oneself from river hazards, using aggressive swimming techniques. 3.2 Effectively cross a current in order to reach the bank or eddy using a ferry angle. 3.3 Break in and out of eddies to get to shore. 3.4 Avoid obstacles and hazards using aggressive swimming using a support to self rescue 4 Apply shallow water crossing technique 4.1 Identify appropriate wading location 4.2 Wade across a swift current of mid-thigh depth, alone and using support, to self rescue. 5 Demonstrate craft re-entry. 5.1 Identify appropriate re-entry techniques. 5.2 Select a method of re-entry after consideration of physical ability, type of craft and situational variances.
EVIDENCE GUIDE Critical aspects

Assess Nu. A4 A5 A6 A4 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6 A2 A6

EVIDENCE PROVIDED Students will be initially guided down rapids in rafts with all relevant features pointed out and explained. Students will swim grade II rapids on Snowy creek and be observed for correct body

Evidence of the following is essential:

identifies hazards and their implications for white water swimmers and applies knowledge of hydrology and river features to select a suitable self rescue method applies appropriate body position and defensive and

Wodonga Institute of TAFE 2013

18

Alpine Introduction 131

aggressive swimming techniques suitable to the conditions adapts to problems or issues that arise during white water self rescues and makes adjustments to ensure safety of self and group applies procedure to safely re-enter the craft following a capsize. problem-solving skills to determine self rescue method or methods according to the situation and river conditions river reading skills including direction and speed of flow, currents, eddies and other hydrological features to assist the self rescue defensive and aggressive swimming skills to free oneself from possible hazards in fast moving water shallow water wading techniques re-entry techniques to re-enter the craft efficiently after a capsize. hydrology and river grading systems to understand how rivers work to enable the safe application of self rescues common hazards and risks involved with white water activities and appropriate responses aggressive and defensive swimming techniques to get free from hazards rescue and or recovery techniques suitable to the conditions and experience of the participant

position. Students will need to adapt to currents and river features while swimming. Students will be observed re-entering rafts and canoes both assisted and unassisted.

Required knowledge and skills

Required skills

Required knowledge

All required skills and knowledge listed will be taught to students using verbal explanations, visual demonstrations and through experience with students actually swimming defensively & aggressively in rapids, identifying and avoiding hazards, entering rapids, re-entering craft and crossing shallow moving water.

Context and Resources

Assessment must ensure application of self rescues on multiple occasions to demonstrate competency and consistency of performance. Assessment must also ensure access to:

a white water location with Grade 2 rapids equipment required to perform self rescues in white water conditions.

All boats and rescue equipment will be supplied for the course. The course will be conducted over 4 days with students swimming often in grade 2 rapids for 3 of those days. Observation of performance, practical examination, moodle exam, and moodle quiz will be used to assess competence. Inflatable canoes will be introduced to students during the course for use on future WW canoe units.

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 of river hydrology and white water hazards and risks observation of safe participation and demonstration of self rescue skills, such as defensive and aggressive swimming techniques

Wodonga Institute of TAFE 2013

19

Alpine Introduction 131

observation of dealing with contingencies such as changing currents or weather conditions. 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:

activity specific canoeing, kayaking or rafting units.

Wodonga Institute of TAFE 2013

20

Alpine Introduction 131

SISOWWR302A Demonstrate white water rescues and recoveries

1 1.1

Assess Nu. A4 A5 A6 A4 A6 A4 A6 A4 A6 A3 A6 A3 A6 A3 A6 A3 A6 A3 A6 A3 A4 A6 A3 A4 A6 A3 A4 A6 A3 A4 A6 A3 A4 A6 A1 A3 A4 A6 A1 A3

Determine rescue and recovery technique Assess the situation and identify potential hazards and risks to self and others

1.2 1.3 1.4 2 2.1 2.2 2.3 2.4 2.5 2.6

Identify a rescue and recovery method suitable to the situation according to contextual issues, relevant legislation and organisational policies and procedures Select equipment and resources required to perform identified rescues and recoveries in white water Communicate rescue and recovery plan to those assisting Undertake rescues and recoveries Perform a rescue using a reach technique Use throw resources to reach a swimmer in moving water Demonstrate towing techniques in moving water Use safe contact methods to rescue and transport a swimmer Tether a craft to perform a rescue or recovery, where appropriate Identify and use a range of methods to release an entrapment victim, according to the situation, type of entrapment and organisational policies and procedures Communicate directions to other members of the rescue team

2.7

2.8

Hazards are avoided and managed whilst conducting a rescue or recovery according to relevant legislation and organisational policies and procedures Use mechanical advantage systems Identify situations requiring the use of mechanical advantage systems

3 3.1

3.2

Determine the type of system required according to contextual issues and organisational policies and procedures Establish suitable mechanical advantage systems to perform rescues and recoveries in a range of predictable situations

3.3

3.4

Use system equipment in a safe manner according to manufacturer's recommendations and organisational policies and procedures, to ensure that design

Wodonga Institute of TAFE 2013

21

Alpine Introduction 131

limits are not exceeded

3.5

Modify the system to increase efficiency where necessary, and clearly communicate system changes

A4 A6 A1 A3 A4 A6 A4 A6 A4 A6

4 4.1 4.2

Conclude rescue and recovery operations Check and store equipment according to organisational policies and procedures and manufacturer's guidelines Evaluate activity and identify improvements for future white water rescues and recoveries

EVIDENCE GUIDE
Critical aspects

EVIDENCE PROVIDED

Evidence of the following is essential:

assesses rescue situation in a timely manner to identify potential hazards and risks, and determines efficient rescue and recovery methods selects and uses rescue equipment and resources, including mechanical advantage systems, in a variety of white water rescue and recovery situations communicates with other members of the rescue team and adapts to problems or issues that may arise during white water rescues and recoveries to ensure safety of self and group evaluates and reflects on own rescue and recovery performance to identify strengths, weaknesses and areas that need improvement carry out multiple rescues utilising the full range of rescue and recovery methods, one of these being in a time critical environment release and rescue an entrapped victim in a time critical environment safely recover a wrapped, pinned or breached craft using a mechanical advantage system ensuring equalisation of load and anchors to minimise damage to craft. problem-solving skills to: determine rescue and recovery methods to use according to the routine situation anticipate and mitigate hazards and risks communication skills to: inform progress

Scenario based training on actual grade II rapids will ensure that students have rescue situations to attend to which simulate a time critical nature. No one solution is necessary possible, therefore students will necessarily need to evaluate each scenario and select gear to use and action to take. Students will always be working in some form of team which will require them to communicate during the rescue. Students will have the opportunity to attend a variety of rescues (inc. unconscious person, entrapped person) and gear retievals.

Required knowledge and skills

Required skills

All required skills and knowledge listed will be taught to students using verbal explanations, visual demonstrations and through experience with students actually working together to solve complex moving water

Wodonga Institute of TAFE 2013

22

Alpine Introduction 131

interact with other members of the rescue team teamwork skills to support others in the rescue operation planning and organising skills to select equipment and resources river reading skills including direction and speed of flow, currents, eddies and other hydrological features to enable safe conduct of rescue and recovery activities throwing skills to throw rope and throwbags to reach a swimmer in white water swimming skills in moving water to locate access, rescue and tow a victim first aid and emergency response skills appropriate to the location to enable initial response to emergencies craft handling skills to control a craft on white water up to grade 3 to locate, access and rescue victim effective knot typing skills to enable the construction of anchors and mechanical advantage systems.
Required knowledge

rescue simulated situations. Students will be handling craft on water up to grade III standard on Snowy creek. Students will be be using throwbags to rescue swimmers in moving water, using tethered craft, identifying rescue options available (and risks) and needing to read a variety of moving water features.

understanding of the use of a 2 and 4 point tether system and its application identifies low to high risk rescue options rescue team roles and the incident command system legislation and organisational policies and procedures to enable safe conduct of all white water rescue and recovery activities rescue and recovery equipment and resource types, characteristics, advantages and disadvantages, and its care and maintenance to enable appropriate selection and use hydrology and river grading systems to understand how rivers work and conduct safe rescues and recoveries on white water hazards and risks associated with rescues and recoveries on white water up to Grade 3 standard, and how to safely negotiate or avoid these aggressive and defensive swimming techniques to escape hazards rescue and recovery techniques suitable to the routine conditions and experience of the participant principles of mechanical advantage systems and contexts in which they are used communication systems used on rivers to make intentions clear first aid appropriate to location and level of responsibility

Wodonga Institute of TAFE 2013

23

Alpine Introduction 131

understanding of the use of a highline tyrolean system (telfer lower) and its application.
All rescue gear and boats will be supplied during the course. Snowy creek has a general nature of grade II with some grade III rapids which students will use. The group will contain at least 10 students who can work together for exercises.

Context and Resources

Assessment must ensure conduct of rescues and recoveries in routine and predictable white water rapids that reflect local conditions and are of sufficient breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to:

a white water location, with up to Grade 3 standard white water personnel for team based rescues rescue, recovery, safety, first aid and activity-specific equipment and resources.

Method of A range of assessment methods should be used to assess Assessment

practical skills and knowledge. The following examples are appropriate for this unit:

observation of selecting rescue and recovery equipment according to the routine situation oral or written questioning to assess knowledge of rescue and recovery techniques and potential white water hazards and risks observation of performing rescues and recoveries of others using mechanical advantage systems and various rescue techniques observation of dealing with contingencies such as changing currents or weather conditions third-party reports from a supervisor detailing performance.

Observation of performance, practical examination, moodle exam, and moodle quiz will be used to assess competence. Inflatable canoes will be introduced to students during the course for use on future WW canoe units.

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

activity-specific units from activities performed on graded water such as rafting, canoeing and kayaking.

Wodonga Institute of TAFE 2013

24

Alpine Introduction 131

7. TOOLS DEVELOPED TO HELP RECORD EVIDENCE OF ASSESSMENTS

Assessment cards Tests/ Quiz Assignments Workbook exercises Etc

Move towards developing electronic tools where ever possible that will enhance learning and that can be stored and audited on moodle

Wodonga Institute of TAFE 2013

25

Alpine Introduction 131

PRE-EXCURSION MOODLE QUIZ

Not a recorded assessment but students must demonstrate they understand all safety requirements by achieving 100% before attending excursion No time limit Multiple attempts allowed, 24 lockouts between attempts

First watch the following 12 safety clips then answer the quiz Runners clips:
Video Clips: www.rescueforriverrunners.com Clip 1:
How many karabiners should each paddler in a group carry? How many slings? How many Prussiks?

Clip 2:
Where should 3 experienced paddlers position themselves among a group of less experienced paddlers?

Clip 3:
What angle to the current should a swimmer be when ferry gliding? What angle should they be when crossing an eddy line?

Clip 4:
What side of the rescuer's body should the rope to a victim swimmer be if using a sitting belay? (Upstream or downstream) When a swimmer is being rescued by a rope over what shoulder should they place the rope? (Closest to rescuer or furthest from rescuer)

Clip 5:
What a 3 basic ways to access a victim in moving water? What are 4 different types of downstream safety?

Clip 6:
Where should a live bait rescuer stand relative to their belayer? (Upstream or downstream, and how far from belayer)

Clip 7:
Live bait is high risk by nature. What do you think are 2 risks of using a clip gate on the rescue harness instead of a locking gate karabiner?

Clip 8:
What is the 1st thing we should do when trying to release a stuck boat? Which is better: three people pulling on a rope or a Z-drag system?

Clip 9:
When can you stand up in moving water?

Wodonga Institute of TAFE 2013

26

Alpine Introduction 131

Clip 10:
What 3 types of foot entrapment victims? What width working environment indicates you should use 2 bank rope options? What width working environment indicates you should use 1 shore rope options?

Clip 11:
If a foot entrapment victim has an open airway but hands on contact cannot be made what 3 stabilisation methods may be attempted? If the victim has no airway give 2 extrication methods which may be attempted?

Clip 12:
What do you need to do other than watch rescue videos to get good at rescue

Wodonga Institute of TAFE 2013

27

Alpine Introduction 131

ASSESSMENT:A1 Rope skills

Unit:

PRACTICAL EXAMINATION

Assessor: Location: Date:

Jayd Wieland Snowy Creek / WIOT 5-8 SEP 2013

SISOWWR201A SISOWWR302A

Knots Anchor points Basic mechanical advantage systems Complex mechanical advantage systems
SIGN-OFF Assessor Sign if total performance Satisfactory

ASSESSMENT:A2 Self Rescue

Unit:

OBSERVATION OF PERFORMANCE

Assessor: Location: Date:

Jayd Wieland Snowy Creek 5-8 SEP 2013

SISOWWR201A SISOWWR302A

Identify river features (including hazards)

Defensive moving water swimming Aggressive moving water swimming Re-enter craft Shallow water crossings for rescue
SIGN-OFF Assessor Sign if total performance Satisfactory

ASSESSMENT:A3 Rescue of others

Unit:

OBSERVATION OF PERFORMANCE

Assessor: Location: Date:

Jayd Wieland Snowy Creek 5-8 SEP 2013

SISOWWR201A SISOWWR302A Search for victims in water Throw bag use Use flip line to right raft Roll unconscious patient Using ropes to move or secure boats Ropes on swimmers to cross water Foot entrapment Swimming rescues (Go) Retrieve wrapped boat

ASSESSMENT:A3 Rescue of others

Unit:

OBSERVATION OF PERFORMANCE

Assessor: Location: Date:

Jayd Wieland Snowy Creek 5-8 SEP 2013

SISOWWR201A SISOWWR302A Application mechanical advantage systems

SIGN-OFF Assessor Sign if total performance Satisfactory

ASSESSMENT:A4 Critical aspect of moving water rescue

Unit:

OBSERVATION OF PERFORMANCE

Assessor: Location: Date:

Jayd Wieland Snowy Creek 5-8 SEP 2013

SISOWWR201A SISOWWR302A Effective Preparation Safety and efficiency Effective communication Working in a rescue team Handles victim as gently as possible Store gear appropriately

Participate in debriefs to evaluate rescue scenarios

ASSESSMENT:A4 Critical aspect of moving water rescue

Unit:

OBSERVATION OF PERFORMANCE

Assessor: Location: Date:

Jayd Wieland Snowy Creek 5-8 SEP 2013

SISOWWR201A SISOWWR302A
SIGN-OFF Assessor Sign if total performance Satisfactory

A5 MOODLE ASSIGNMENT
Moving water environment hazard identification and risk management
Due: 22 SEP 2013 Complete the tables on incident controls in relation to the location and activities you performed on camp

INCIDENT CONTROLS
INCIDENT
pose a risk to property, health or life

CONTRIBUTING HAZARDS
Environment? Equipment? Human?

SEVE

PROB

CONTROLS
what actions will be put in place to prevent the incident

Drowning due to foot entrapment

Flush drowning (high water and stoppers)

Drowning due to strainer / sieve

Drowning due to rope entanglement

Traumatic injury from fall near river or impact in rapid / boat

Hypothermia during paddling

[1] Can treat/manage on-site; [2] Evac home/clinic [3] Life threatening SEVERITY

PROBABILTY [A] Rare <1%

[B] Unlikely 1- 10 %

[C] Maybe 10-50 %

[3C, 3B,2C] need strictly monitored controls. Minor incidents that dont even require first aid neednt be considered. Incidents [D]>50% probable then activity should not proceed

A6 MOODLE EXAM
90 minute exam to be conducted in computer room at WIOT) Due: At a time TBA before 22.9.13

Multiple choice questions: correct answer & 1 long answer question at end
1. Which description best suits a zoned approach to moving water rescue for promoting safety: a. Cold water zone, Warm water zone, Safe zone b. Upstream zone, Rescue zone, Downstream zone c. River zone, River edge zone, Safe zone d. Police zone, SES zone, Recreational paddler zone 2. A person is standing overlooking a rescue team working on a river and is a body length from the edge of steep slope that runs down to the river 15 metres below. The person: a. Needs moving water rescue skills and training, and correct PPE so that they may be of assitance to the crew if needed b. Needs nothing as they are a long way from the water c. Should be acting as upstream safety and not watching the rescue d. Should have correct PPE on and self rescue skills, experience & training as a minimum 3. Before even getting to a river it is possible to prepare for paddling on cold water. What is the most important aspect to consider: a. Hydration b. Thermally insulative clothing c. Food d. All of the above 4. A safety talk is mandatory before taking participants on moving water. The most important point to cover is: a. Where the toilets are b. How long the section will take c. Methods to avoid foot entrapment in the event of a swim d. A clear outline on which rapids are likely to be the most dangerous 5. What does over left mean when paddling a whitewater raft?: a. Manouvre the boat to the left immediately b. All people should leave their standard seat and weight the left side of the boat c. Water is pouring over the left hand side of the boat and people should immediately move to the right side d. The is some form of danger which necessitates abandoning the boat. Everyone should jump out on the left hand side

6. Three basic factors combine which give rise to the conditions we experience when operating in moving water: a. Gradient, Flow, River features b. River loads, Outside bends, Currents c. Rain, Snow, Hail d. Flood water, Typical flow, Low water conditions 7. As the speed of water doubles the force it exerts: a. Doubles b. Stays the same c. Quadruples d. Increases by a factor of ten

8. Water is geneally fastest and deepest: a. Before a waterfall b. On the inside of bends c. On the outside of bends d. After a waterfall 9. The most likely object to be found in the suspended load of a river is : a. A boat b. A swimmer c. A boulder d. A water soaked log 10. Flood water has some features that distinguish it from typical flows. Some of these are: a. River may be flowing through trees and fences b. Clear, very powerful water c. Various dead and live animals may be floating in the current and eddies d. Both a & c 11. An eddy is a river feature that: a. Has water flowing downstream slightly faster than main current b. Has zone of water that is calm or flowing downstream more slowly than the main current c. May be a violent whirlpool that d. Both a & c 12. River right means: a. The left hand side of the river as you look upstream b. The right hand side of the river as you look upstream c. That motorised craft must give way to paddle craft d. The right hand side of the river regardless of which way you are looking

13. Standing waves typically form: a. As a cushion on the upstream side of rocks b. In the trail of a boat c. When water runs over a submerged object d. On the inside of river bends 14. A large rock on the outside of a bend which has no pillow wave: a. Is safe as there is no potentially dangerous pillow wave to flip a boat upstream b. Presents no hazards to boaters as long as it is leant against c. May be a dangerous undercut rock d. Will generally have a large, calm eddy behind it 15. In a forwards ferry glide in a boat: a. The boat faces upstream, is paddled forwards, and moves to the side of the river the nose is pointing b. The boat faces upstream, is paddled backwards, and moves to the side of the river the nose is pointing c. The boat faces downstream, is paddled forwards, and moves to the side of the river the tail is pointing d. The boat faces downstream, is paddled backwards, and moves to the side of the river the tail is pointing

16. When breaking into the current from an eddy in a boat: a. Some speed is required; the boat angle should be approx. 45 degrees to the current.; & the upstream edge should be kept down as the eddy line is crossed b. It should be down very slowly and smoothly; the boat angle should be approx. 45 degrees to the current.; & the upstream edge should be kept up as the eddy line is crossed c. It should be done very slowly and smoothly; the boat angle should be approx. 90 degrees to the current.; & the upstream edge should be kept up as the eddy line is crossed d. Some speed is required; the boat angle should be approx. 45 degrees to the current.; & the upstream edge should be kept up as the eddy line is crossed 17. The visual sign for Go is: a. A hand or paddle held vertically in the air b. A hand or paddle waved in a beckoning motion c. A hand held on top of the head d. One long whistle blast 18. An accepted whisle signal for an emergency is: a. 1 short blast b. 1 long blast c. 2 short blasts

d. 3 short blasts repeated 19. What best describes Grade 1 water: a. Safe, smooth, flat b. Difficult, irregular, poweful c. Small waves, passages clear, no serious obstacles d. Lake water on a windy day 20. When running rivers: a. Spacing and order is not important if all participants have moving water rescue training b. There needs to be a balance between a group becoming too spread out and boats all on top of each other c. Boats should be kept as close together as possible for maximum safety d. A distance between boats of approx. 20-50m should be maintained 21. The defensive swimming position: a. Should be used when negotiating a strainer b. Is on the back with feet downstream c. Should be used when trying to swim into a small eddy in swiftwater above a waterfall d. Is the fastest method of swimming in moving water 22. When swimming over a drop and then into a stopper a swimmer should: a. Tuck into a cannon ball and then if not flushed through swim to the sides of the hole or dive deep to escape the hydralulic b. Maintain the whitewater swimming position and trust in your PFD to help flush you through the hydraulic c. Tuck into a cannon ball and then direct all energy into swimming directly away from the hydraulic d. Take off your PFD as soon as possible to assist with flushing under the hydraulic 23. The best shallow water crossing is: a. The Wedge b. The one appropriate for the situation c. Line Astern d. Any method but solo 24. The person taking charge of a moving water rescue situation should: a. Never get involved in the actual rescue b. Should be the first person in the water and the last one out c. Ideally delegate tasks but may become involved in the rescue if he / she is the most appropriate person for the task d. Will always stand at upstream safety 25. A true rescue would be:

a. b. c. d.

A Reach rescue A Throw rescue A Go rescue One where the victim already knows how to swim in moving water

26. Different craft have different pros and cons in moving water rescue situations: a. A kayak requires the least skill, a raft may rescue many people & a canoe is best suited to a calm water rescue b. A kayak can be rolled if knocked over, a raft is the fastest, and a canoe is able to rescue 1-2 victims c. A kayak is not appropriate for rescue, a raft may be tethered, and a canoe may possoibly be used to rescue unresponsive victims d. A kayak is hard to get out of mid rapid, a raft may be used upside down, and a canoe requires a very high skill operator 27. When using ropes in and around moving water it is important : a. To carry a knife b. To always stand on the upstream side of a tensioned rope c. To never tie the rope directly around the rescuer d. All of the above 28. Safe Working Load (SWL) should be considered when using any equipment under strain. If a nylon rope with a 2400kg breaking strain is used in a rescue then loading should not exceed: a. 2400kg b. 240kg c. 480kg d. 120kg 29. During a rescue swim the rescuer should approach the victim: a. From a safe distance upstream b. From a safe distance downstream c. From just slightly upstream d. From just slightly downstream 30. When using a rescue harness: a. 2 clip gates opposed may be used as a substitute for a locking karabiner b. The webbing should be threaded through the plastic only (ignoring the metal buckle) so that it is easier to escape if necessary c. No training or practice is required d. All answers false

Long answer question: (26 marks) 31. In a moving water rescue situation time is often extremely critical. Research shows that extremly experienced rescuers may pattern match a situation to one they have experienced before and instantly come up with a possible solution. They then may run a mental simualation on their plan and either reject, adopt or adapt the plan for use. While such rapid decision making may be ideal it is not for novices and may result in a plan that is dangerous or not workable. Rescuers have died, caused a more complex situation, or injured victims as a result of jumping in without thinking. The APAPA system has been designed to assist you as novice rescuers in thinking about what is most important in a moving water situation. Alert but calm PPE Assess Plan Act The Assess phase is extremely important in ascertaining exactly what you are dealing with and what solutions may be viable. THE RATS system may help you remember important points which need to be assessed. Using your own thoughts or THE RATS system (or a combination) list 13 points which are critical to evaluate in the Assess phase of moving water rescue: