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

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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.
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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.

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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.

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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 15

Skate Canada Virtual Assessments – Evaluator Reference Guide August 2024 Copyright © 2024 Skate Canada 15 Assessment Day Delivery Procedures The following information outlines the process the evaluator will follow on the virtual assessment day. Recommended Process • Introductions: To increase the personal connection, it is important for the evaluator to introduce themselves to the skaters, coaches, videographer and any other relevant individuals prior to the commencement of the assessment day. Evaluators can work with the videographer to arrange an appropriate time to do this. Evaluators must also ensure that the camera is flipped to allow skaters to see the evaluator during the introductions. • Prior to start: Overview the process of how the assessments will run with the coach(es), including communication strategies for signaling off music, conditional assessments, when draws will be performed, re-skates, technology issues and strategies to deliver feedback and results. Please remind coaches to have their skaters perform Freeskate elements and Skills turn elements in front of the camera. o Signaling of music: Ask the videographer what would work best to indicate a stop to the music. This could be a wave or verbal signal from the evaluator. o Conditional assessments: Check for any conditional assessments and how best to inform the skater on whether they may proceed to their next assessment (e.g., Evaluator to let the videographer know if a skater may proceed to their next assessment or warm-up). o Re-skates: Confirm that re-skates or re-starts requested due to technology glitches will not affect the number of “permitted” re-skates identified on an assessment sheet. o Feedback delivery: Discuss with the coach(es)/videographer when would be the best time(s) to deliver the skaters’ results and feedback. This could take place during warm-ups or withheld until the end of the assessment day. Feedback delivery opportunities may change as the assessment day progresses. Evaluators have the flexibility to deliver the feedback however it works most efficiently at each assessment day. Evaluators must also ensure that the camera is flipped to allow skaters to see the evaluator while they are giving their feedback.