Select and adapt activities

Every activity should state whether it is:

• learning and practice
• formative theory checking or feedback
• a competency-aligned educator-led theoretical touchpoint
• a practical activity that may also provide assessment evidence; or
• an approved combination of formative learning and practical assessment.

Activities in the Activity Library may support learning, practice, and assessment. Their use does not make every activity an assessment. When you use an activity as evidence, make sure it gives each learner a fair opportunity to show the competency, keeps the safety boundary clear, and allows you to record Yes or Not yet. You do not need to create lengthy evidence records or a separate test.

Use the linked activities below as possible learning or individual-evidence contexts for the stated competency. An activity remains formative unless it gives the educator a fair opportunity to notice the relevant learner response or action. Adapt the activity when needed and record the result in the Assessment Grid.

Before choosing an activity, ask:

1. Which assessed competency ID does it serve, and which competency criteria does it cover?
2. What will learners think, say, decide, or do?
3. Does the experience reveal the concept or distract from it?
4. How much setup and debrief time is needed?
5. What misconception could the activity create?
6. Can every learner participate accessibly?
7. What private or financial information could appear?
8. What happens without internet, video, or a personal device?
9. Would a small adaptation make the activity clearer or more accessible for this learner context?
10. Can the activity give each learner a fair opportunity to show the competency safely?

For any activity you develop or materially adapt, record:

• title
• module, assessed competency, and competency criterion IDs
• learning, formative-theory, practical-practice, or assessment-support use
• practical assessment component and educator, where applicable
• realistic time
• delivery mode
• materials and low-tech alternative
• educator setup
• learner instructions
• observable criteria
• debrief
• evidence of learning
• rubric and standard where assessed
• feedback and reassessment
• evidence record
• accessibility, language, and localization notes
• safety-critical errors; and
• local expert or current-fact needs.

Do not retain an activity only because it is familiar. Keep it when it improves competency alignment, learner evidence, safety, accessibility, time use, or local relevance.

You may change:

• names, places, objects, currency units, and local payment methods
• group size and roles
• oral, written, visual, or tactile response format
• live tool versus prepared screen
• timing and scaffolding; and
• the debrief example.

Preserve:

• the concept being learned
• the safety boundary
• the learner action
• the critical comparison or decision; and
• the connection to the module competency.

Educators may adapt a practical activity to suit the learners and setting. Do not turn an activity into evidence for a competency it does not reveal. Preserve:

• competency and measurable verb
• evidence type
• difficulty and independence
• required sequence and verification
• minimum standard
• safety-critical errors; and
• optional notes and reassessment route.

If equivalence is uncertain, use the adaptation for practice and select an assessment task whose evidence and standard clearly match the competency.