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 AHCCHM303A, 'Prepare and apply chemicals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare and apply chemicals' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Determine the need for chemical use | 1.1. Nature and level of the pest, weed infestation or disease is identified. 1.2. Need for control is assessed. 1.3. The requirement for chemical use as an option within an integrated pest management strategy is assessed. 1.4. Hazard and risk analysis of different chemical options is undertaken. 1.5. Requirement for chemical application is identified and confirmed. |
2. Prepare application/spray plan | 2.1. Mixing rates for chemical is defined and calculated. 2.2. Application equipment type and set up requirements are determined for intended application. 2.3. The quantity of mix required is determined. 2.4. Meteorological conditions and forecasts prior to and during application are accessed. 2.5. An application/spray plan is completed. 2.6. Notify neighbours as required in accordance with industry practice or regulatory requirements |
3. Prepare chemical mixes | 3.1. Requirements from chemical labels and Material Safety Data Sheets (MSDSs) are interpreted and applied. 3.2. Appropriate first aid supplies are at hand. 3.3. Appropriate personal protective and mixing equipment is selected and used in accordance with MSDSs and chemical label. 3.4. A suitable location for mixing and loading is selected. 3.5. Chemicals are prepared in accordance with registered use. 3.6. MSDSs are followed in the event of a spill. |
4. Calibrate application equipment | 4.1. Pre-operational checks of application equipment are carried out. 4.2. Equipment is calibrated in accordance with manufacturer specifications and application/spray plan. 4.3. Calibration is checked for conformity to the requirements of the application/spray plan. 4.4. Chemical is loaded wearing appropriate Personal Protective Equipment (PPE) and controlling risks to human health and the environment. |
5. Apply chemicals | 5.1. Appropriate personnel protective equipment is selected and used in accordance with MSDSs and chemical label. 5.2. Chemical is applied in accordance with the application/spray plan and/or instructions and legislative and/or regulatory requirements. 5.3. Risks to others, product integrity and the environment are assessed and minimised. |
6. Clean up equipment and complete records | 6.1. Excess chemical is disposed of in accordance with label and MSDSs requirements. 6.2. Application equipment is cleaned and decontaminated. 6.3. Requirements for the disposal of unused chemical, containers spilled materials are determined and implemented 6.4. PPE and mixing equipment is cleaned and stored. 6.5. Incidents are reported as required in accordance with legislative and/or regulatory requirements. 6.6. All records, e.g. calibration, application, DG/hazard substances, risk assessments, are completed in accordance with legislative, industry and enterprise requirements. |