Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AHCAGB511, 'Develop and manage a plan for sustainable production reflecting sustainable production principles'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and manage a plan for sustainable production reflecting sustainable production principles' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop goals and objectives for an organic, biodynamic or biological enterprise
1.1 Establish long-term direction and purpose of the business by identifying and analysing the values, expectations and personal goals of the people involved
1.2 Identify business and personal strengths, weaknesses, opportunities and threats and strategies to address them
1.3 Investigate sources of information and support for conversion and plan the property conversion over a period of time including time lines and conversion costs
2. Audit the existing and natural resources on the property
2.1 Draw a property map to include land classes using classification terminology, fences and water systems, natural property features and infrastructure
2.2 Conduct a risk assessment of previous land use and an inventory of chemicals applied or evidence of application on the site
2.3 Identify areas at risk of soil degradation and develop strategies to protect the area
2.4 Develop and implement strategies to improve the health and the regeneration of remnant vegetation to support a diversity of living systems
2.5 Assess potential problem pests and weeds and use strategies to implement an eradication program, within the guidelines of the certification body
3. Develop and implement grazing and cropping strategies to improve biodiversity, recycling and sustainability in an organic, biodynamic or biological farm
3.1 Use soil test results to make recommendations for soil improvement with appropriate organic fertilisers and soil conditioners to ensure a mineral-balanced and healthy soil
3.2 Develop and implement an annual grazing program and strategies to optimize pasture growth and animal production
3.3 Develop and implement a strategy for the recycling of farm waste and effluent
3.4 Assess soil biological activity and apply suitable preparations and grazing strategies to improve the soil biota
3.5 Identify appropriate mulching and composting systems
3.6 Design and implement a plan using crop rotations to optimise soil fertility
3.7 Research the principles and application of biodynamic preparations
4 Manage animal health and welfare for organic, biodynamic or biological production
4.1 Plan strategies to preserve animal health including allowable treatments and grazing management in the short term and genetic improvement in the long term
4.2 Maintain livestock records to identify treated animals, including a record of all treatments including homeopathic remedies
4.3 Sustain the animal enterprise with pasture and suitable fodder and maintain consumption records to meet certification protocols
5 Manage customer feedback and satisfaction with organic, biodynamic or biological product quality and integrity
5.1 Develop and implement procedures to obtain, analyse and respond to customer feedback on farm product quality and integrity
5.2 Identify legal requirements to maintain organic, biodynamic or biological certification