- RTE2503B - Observe and report on weather
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
RTE2503B Mapping and Delivery Guide
Observe and report on weather
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | RTE2503B - Observe and report on weather |
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Description | This unit of competency specifies the outcomes required to observe and report on weather and climate conditions for an agricultural, horticultural or land management enterprise. It also requires the application of skills and knowledge to recognise adverse weather and climate conditions and to monitor, record and report on weather and climate information. The work is likely to be carried out with limited supervision, within enterprise guidelines. | ||
Employability Skills | Not applicable. | ||
Learning Outcomes and Application | Not applicable. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not applicable. | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Check weather and climate information. |
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Element: Carry out preventative action. |
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Element: Monitor weather and climate. |
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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 this Training Package.
What evidence is required to demonstrate competence for this unit as a whole?
Competence in monitoring weather and climate conditions requires evidence of the ability to monitor and interpret weather information, communicate warnings and concerns, and identify resource requirements and dangers. In addition, it requires an ability to minimise loss and damage to staff, livestock, crops, natural resources, property and produce, and to implement alternative livestock or other programs and continue to monitor weather changes.
The skills and knowledge required to monitor weather conditions must be transferable to another rural workplace. For example, if competence is evident in monitoring weather and climate conditions for a large sheep property, it should also be evident for a small cattle property or a different climatic zone.
What processes should be applied to this unit of competency?
There are a number of processes that are learnt throughout work and life, which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process and 3 = perform, administer and design the process.
1. | How can communication of ideas and information (2) be applied? | In discussing conditions and changes with weather and climate information agencies and colleagues. |
2. | How can information be collected, analysed and organised (2)? | In analysing and interpreting data from weather and climate information sources on weather predictions and changes. |
3. | How are activities planned and organised (2)? | To plan activities and resources to minimise impact of adverse weather and climate on livestock, crops and staff. |
4. | How can team work (2) be applied? | To collate all available information on weather and climate, and to organise resources and minimise loss and damage. |
5. | How can the use of mathematical ideas and techniques (2) be applied? | To analyse and interpret weather and climatic condition, and changes in weather and climate. |
6. | How can problem-solving skills (2) be applied? | To minimise impact of adverse weather and climate, and to implement appropriate tactics and strategies when weather and climate changes unexpectedly. |
7. | How can the use of technology (2) be applied? | To access a range of information resources and record information. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 section describes the essential skills and knowledge and their level, required for this unit.
Required knowledge and understanding include:
effects of wind and rain on wind chill
effects of wind shear and wind chill exposure
enterprise and industry policies for monitoring weather and climate conditions, and recording and reporting weather and climate conditions.
relevant legislative health and OHS requirements, especially as they relate to weather and climate monitoring and preparations for hazardous weather
weather and climate conditions and its impact upon farming and grazing activities
working knowledge of climate and weather
If applicable to the enterprise:
effects of wind chill on metabolism of animals
effects of prolonged dry periods on pastures and animal production, and natural resources
effects of extreme heat on animals, including during birthing, and effects of heat stress on neonates.
Required skills include:
communicate information.
monitor physical signs in the context of available information
relate forecasts to impact on current operations and activities
relate weather and climate conditions and changes to decision-making and prevention of loss and damage
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 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.
Where might weather and climate information be sourced from? | Radio, T.V., Internet, email, fax, telephone, newspapers, word of mouth, weather station on property and interpretive tools. |
What might weather and climate information include? | Reports, warnings, data collected from property weather station, and grazier alerts. |
What preventative actions might be reviewed? | Provision of shelter, shedding animals, covering fodder, moving fodder, fire fighting equipment, auxiliary power, supplies, moving stock, securing equipment and buildings, preparing fire breaks and assured water supply, rescheduling work tasks, operating sprinklers in order to cool animals in extreme heat. |
Who might be considered to be relevant personnel? | Other staff and colleagues, owners and managers, and neighbours. |
What loss and damage may need to be minimised? | To staff, livestock, crops, fodder, produce, buildings sheds and/or other physical resources. |
Where might regular updates be obtained from? | Radio, T.V., Internet, email, fax, telephone, newspapers, word of mouth, weather station on property, and interpretive tools. |
What warnings might be issued or relevant? | Fire, flood, wind, rain, hail, storm, cyclones, heat waves, snow, dust, frost, gale, grazier alerts, and rapid changes in temperature or weather conditions. |
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 |
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Weather and climate information is checked to determine likely conditions. | |||
Changed weather and climate situations are recognised. | |||
Likely impact of changes in weather and climate are anticipated in respect to work tasks, safety of others, property, natural resources and local environment. | |||
Report is made to supervisor of anticipated impact of weather and climate. | |||
Information and advice is promptly disseminated to relevant personnel. | |||
Preventative action is determined according to the known effects on livestock, crops and work tasks. | |||
Actions to minimise loss and damage are implemented. | |||
Livestock, horticultural or crop management program or schedule of work tasks are adjusted and revised according to weather and climatic changes. | |||
Regular updates are accessed to determine ongoing suitability of current programs. | |||
Viability of livestock, horticultural or crop management practices are reviewed to ensure suitability within meteorological conditions. | |||
Research on forecasting techniques is undertaken to maintain currency of information. | |||
Relevant information is documented and recorded according to enterprise requirements. |
Forms
Assessment Cover Sheet
RTE2503B - Observe and report on weather
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
RTE2503B - Observe and report on weather
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: