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 AHCNSY401A, 'Plan a growing-on program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan a growing-on program' 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. Identify issues affecting the growing-on program | 1.1. Production requirements are determined in consultation with management. 1.2. Factors that could limit the production of nursery plants are identified. 1.3. Occupational Health and Safety (OHS) hazards are identified, risks assessed and controls implemented. 1.4. The environmental implications in relation to a growing-on program are considered. 1.5. Sustainable practices are incorporated into the plan. |
2. Develop the growing-on plan | 2.1. Activities involved in the growing-on program are identified. 2.2. Labour, materials, tools and equipment needs are identified. 2.3. Environmental parameters are selected and altered to meet plant needs and production plans. 2.4. Growing media requirements are determined according to the needs of the plant and production plans. 2.5. Planting dimensions and layout are determined according to production plans. 2.6. Treatments required for the growing-on program are identified. 2.7. Hygiene requirements for the growing-on program are identified according to industry best practice. |
3. Document the growing-on plan | 3.1. The growing-on plan is documented, including all information identified in the development stage. 3.2. A budget supporting the plan is documented and approval sought by management. 3.3. A schedule of activities is organised according to production plans. 3.4. The growing-on plan and schedule of activities are communicated clearly to staff. |
4. Oversee and monitor the growing-on program | 4.1. The health of the plants is monitored to ensure they are at optimum growth. 4.2. Treatments are modified as required to maintain optimum growth. 4.3. Plants ready for dispatch are checked to ensure they meet customer specifications. |