Assessor Resource

NWP105B
Draw and use simple maps, plans and drawings

Assessment tool

Version 1.0
Issue Date: April 2024


This unit supports the attainment of skills and knowledge required for those who are preparing to enter or considering entry to occupations in water resource management or undertaking assignment and field work related to water research. The candidate will be assisted by partnership with a water industry organisation. There are opportunities to integrate delivery and assessment of this unit with mainstream high school programs (mathematics, science, geography, physics, engineering and English). The unit may be applied in a work-like or educational environment.

This unit of competency describes the outcomes required to read and interpret maps, plans and drawings and prepare a simple map or plan.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit of competency contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The candidate should demonstrate the ability toread and interpret maps, plans and drawings and prepare a simple map or plan including:

interpreting all relevant information on maps, plans and drawings to facilitate assignment or project.

preparing a simple map or plan that represents a real world local environment.

Context of and specific resources for assessment

Access to resources including:

library, water enterprise information, information sources for research and investigation

mentors, advisors and teachers able to guide and support research and investigation of water resource management

guided visits to key locations associated with water resource management.

Access must be provided to appropriate learning and assessment support.

Assessment processes and techniques must take into account language, literacy and cultural factors which might have an impact on the candidate's demonstration of competency.

Validity and sufficiency of evidence requires that:

competency will need to be demonstrated over a variety of assignments and activities reflecting the scope and practical requirements of research and practical assignments

assessment can be through assignments, projects, excursions and simulated project-based activity and must include evidence relating to each of the elements in this unit.

In all cases where practical assessment is used it will be combined with targeted questioning to assess underpinning knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Required skills:

read and interpret plans, drawings and specifications

measure accurately

communicate effectively

work effectively as part of a team

use literacy skills for verbal and written communication in the workplace

use information provided in maps, plans and drawings to complete a job.

Required knowledge:

the range of maps, plans and drawings to different assignment situations

measurements and calculations

features of maps, plans and drawings such as:

contours

datum points

planes

gradients

sections

orthographic projections

symbols

dimensions

terminology.

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. Add any 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.

Types of maps, plans and drawings may include:

urban and rural topographical maps

site plans and elevations

process flow sheets

survey plans

sectional plans and elevations

channel drainage plans

pipe system plans

location of assets plans.

Key features of maps and site plans will include combinations of:

shape and orientation of site

roads

railways

easements

existing buildings and structures

services, including:

drainage

sewerage

gas

water

electricity

telecommunications

dimensions

grades of pipelines and channels

tree preservation orders

geographical features

power and transmission lines

heritage and cultural features

types of structures, including:

buildings

bridges

fabricated towers

fences

pipelines

regulators

poles

environmental barriers

environmental features, including:

fauna and flora habitats

cultural features

heritage features

water catchments

shape of structure and building

service requirements

location of plant and equipment

vertical and horizontal measurements

clearance distance

geological features

service layouts

bore and casing details.

Orientation of sites may include:

relationship to north

currency of plan

relationship between plan and site.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Find out what types of maps, plans and drawings are used to support work tasks. 
Check and interpret key features of maps and site plans and commonly used symbols and abbreviations. 
Explain function of the legend. 
Check and explain natural and man-made features on maps, plans and drawings. 
Explain the orientation of sites. 
Follow a map or plan to find identified features in the real world. 
Calculate real world distances using maps and plans with a range of scales. 
Prepare a simple map or plan, including selecting tools and equipment and a workable scale, key and abbreviations. 
Take real world measurements and record features on a drawing. 
Use field notes and measures to draw a local area map. 

Forms

Assessment Cover Sheet

NWP105B - Draw and use simple maps, plans and drawings
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

NWP105B - Draw and use simple maps, plans and drawings

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: