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Evidence Guide: RTE2503B - Observe and report on weather

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

RTE2503B - Observe and report on weather

What evidence can you provide to prove your understanding of each of the following citeria?

Check weather and climate information.

  1. Weather and climate information is checked to determine likely conditions.
  2. Changed weather and climate situations are recognised.
  3. Likely impact of changes in weather and climate are anticipated in respect to work tasks, safety of others, property, natural resources and local environment.
  4. Report is made to supervisor of anticipated impact of weather and climate.
Weather and climate information is checked to determine likely conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changed weather and climate situations are recognised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Likely impact of changes in weather and climate are anticipated in respect to work tasks, safety of others, property, natural resources and local environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report is made to supervisor of anticipated impact of weather and climate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out preventative action.

  1. Information and advice is promptly disseminated to relevant personnel.
  2. Preventative action is determined according to the known effects on livestock, crops and work tasks.
  3. Actions to minimise loss and damage are implemented.
  4. Livestock, horticultural or crop management program or schedule of work tasks are adjusted and revised according to weather and climatic changes.
Information and advice is promptly disseminated to relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Preventative action is determined according to the known effects on livestock, crops and work tasks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions to minimise loss and damage are implemented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Livestock, horticultural or crop management program or schedule of work tasks are adjusted and revised according to weather and climatic changes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor weather and climate.

  1. Regular updates are accessed to determine ongoing suitability of current programs.
  2. Viability of livestock, horticultural or crop management practices are reviewed to ensure suitability within meteorological conditions.
  3. Research on forecasting techniques is undertaken to maintain currency of information.
  4. Relevant information is documented and recorded according to enterprise requirements.
Regular updates are accessed to determine ongoing suitability of current programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Viability of livestock, horticultural or crop management practices are reviewed to ensure suitability within meteorological conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research on forecasting techniques is undertaken to maintain currency of information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant information is documented and recorded according to enterprise requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

Range Statement

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.