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Understand the path.
See what comes next.

Explore learning programmes and tests across fifteen countries. Read published elements, compare pathways and search the official evidence in one place.

What would you like to explore?

Browse a countryExplore its programmes, levels and collected requirements.From day oneDiscover beginner learning programmes and their stages.Explore a skillFind jumps, spins, turns and dances across countries.Compare two countriesSee documented similarities and differences, not equivalent qualifications.
How to use this

Start with a country, a beginner programme or an element. Open a level to read its collected requirements. Expand programme stages to see the exercises inside.

Try double Axel or three turn in the search box. Results show available definitions and matching evidence; not every question can be answered from the collection.

Compare programmes with similar purposes, then inspect their stages and requirements. Similar content does not mean the tests have the same difficulty or that one qualification transfers to another country.

Follow source links to check the original context. Where saved documents are available, you can read them here. Documents keep their dates; translations may be working translations rather than official wording.

This is a growing collection, not every requirement from every country. Missing results can mean missing or untranslated evidence, not that a skill is absent from a country’s programme. Read the coverage notes before drawing conclusions.

Suggest a correction or share a missing source
Coverage, updates and corrections

This is a growing reference, not a complete collection of every test. Material may be partial, historical or a working translation. No match does not mean a country does not teach an element.

Reference presentation updated . This is not a claim that every source was checked on that date. Individual documents retain their own dates and limitations.

Suggest a correction or missing syllabus
Choose two countries
SAVED SOURCE DOCUMENT

Virtual Evaluator Reference Guide

Canada · English · 25 pages

Preserved research snapshot; live currency not reverified. Original-language text is shown as extracted. An original-page image is provided for diagram-only pages and the British skills guides. Extracted table text can lose column alignment; check the original before interpreting a table.

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Page 11

Skate Canada Virtual Assessments – Evaluator Reference Guide August 2024 Copyright © 2024 Skate Canada 11 Virtual Evaluator Equipment, Set-Up, Preparation and Procedures The following identifies the requirements and procedures of the virtual evaluator including all equipment, set-up, preparation and delivery of virtual assessment days. Equipment Requirements Evaluators must have the following equipment to assess virtually: • Minimum one laptop or a desktop computer (PC, Mac or Android computer), an iPad or tablet with the following: o Web cam o Headset port o Speakers o High speed internet connection o Ability to connect using various online meeting platforms (Microsoft Teams, Zoom, Google Meet, etc.) • Strongly suggested that devices are hardwired directly into the router (ethernet cable). • A good quality headset with integrated microphone is highly recommended. • A phone. • Additional computer screens or tablets may be used to manage multiple tasks (2 computer screens or a computer screen plus tablet). • Access to a printer to print assessment sheets (if handwriting assessment sheets). • Access to a scanner to scan completed assessment sheets (if completed by hand). Set-up Evaluators are encouraged to find quiet and bright location, free from any distractions and where their face can be well lit without any shadows or glare. If possible, evaluators can also simplify the background to allow for a clear view of themself to the skaters. This can be accomplished by removing any distracting decorations from the walls or by applying background effects such as the “blurred” background. Evaluators may choose to have a hard copy of their assessment resources easily accessible or displayed on a separate device. Similarly, they may choose to print the assessment sheets and complete by hand or fill them out electronically on a separate device. Below are examples of an evaluator’s set-up.