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 AHCCOM202A, 'Recognise and respond to fire emergencies on a composting site'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Recognise and respond to fire emergencies on a composting site' 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. Recognise a fire risk and undertake preventative actions | 1.1. Procedures for first response to fire are obtained from supervisor and clarified if required. 1.2. Location of basic firefighting equipment on site is identified and checks made to ensure all equipment is available and ready for use. 1.3. Conditions that can lead to fire and signs of fire are recognised and reported to supervisor. 1.4. Enterprise procedures for emergencies are observed. 1.5. Temperature and moisture management procedures are implemented according to enterprise requirements. |
2. Recognise and initiate response to fire | 2.1. Nature and extent of fire are identified. 2.2. Fire details are reported and alarm is raised according to enterprise procedures. 2.3. Preparations for water availability for fire brigade attendance are implemented as directed by supervisor and according to enterprise procedures. 2.4. Occupational Health and Safety (OHS) hazards associated with fire emergency are identified and appropriate action is taken to minimise risks to self, others and property. 2.5. Immediate area of the emergency is secured as directed by supervisor and in line with enterprise procedures to ensure no further loss occurs. 2.6. Where safe to do so, machinery and equipment are removed from area. 2.7. Firefighting equipment is selected and set up in line with enterprise procedures, as directed by fire brigade personnel and supervisor. |
3. Attack fire under direction of fire brigade | 3.1. Appropriate firefighting and containment media are applied to attack and control fire, as directed and in a safe and coordinated manner. 3.2. Firefighting methods and tactics are employed as directed. 3.3. Potential for change in fire behaviour is reported to fire brigade and supervisor and acted upon under supervision to ensure safety of personnel and protection of property. 3.4. Clear line of retreat is identified and maintained at all times. 3.5. Conditions at fire are observed and their effects on fire development are reported according to company guidelines. 3.6. Significant changes to status of fire are immediately reported to supervisor and fire brigade. |
4. Carry out post-fire activities | 4.1. Smouldering fire residuals are identified and controlled as required according to enterprise procedures and fire brigade directions. 4.2. Break-up of windrows, buildings or structures is carried out as directed by supervisor and enterprise procedures. 4.3. Enterprise procedures for removal of spent fuel or burnt compost and debris are followed. 4.4. Activities to complement post-fire operations and prevent further damage are carried out as directed and according to enterprise procedures. 4.5. Site and equipment are cleared and cleaned to enterprise and manufacturer guidelines. 4.6. Assistance is given to fire brigade to complete and record appropriate incident information. 4.7. Effectiveness of tactics employed is reported to supervisor. 4.8. As part of one's participation in an incident debrief, feedback on performance is sought and any required improvements are noted for future action. |