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 AHCPCM402A, 'Develop a soil health and plant nutrition program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop a soil health and plant nutrition 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. Determine relevant regional data and site characteristics | 1.1. Goals and target site for assessment and development of program are defined. 1.2. Relevant climate data, environmental context information and site data are accessed and reviewed. 1.3. Appropriate soil, plant and water tests are determined according to plant species, climatic conditions, prevailing growth media, industry best practice and enterprise guidelines. 1.4. Soil, plant and water testing program is developed that defines sampling, field testing, off-site analysis activities, task responsibilities, involvement of contractors, scheduling and desired information outcomes. 1.5. Testing tasks are implemented and monitored, liaison procedures with outside testing agencies are supervised, and remedial action is undertaken where necessary. 1.6. Data and readings are compiled and presented in a form that can be easily understood. 1.7. Seasonal variations and requirements are determined from published data on species, historical records, own experience, industry best practice and enterprise guidelines. 1.8. Characteristics, condition and nutritional status of soils and plant species are determined by analysing collected data and comparing to accepted standards. |
2. Define the requirements for plant nutrition | 2.1. Different nutritional requirements of the plant during growing cycle and a range of conditions are identified according to published data on species, historical records, own experience and enterprise guidelines. 2.2. Program is developed to achieve appropriate soil conditions and nutrient availability for plant growth. 2.3. Soil amendments, management practices and fertiliser requirements are determined. 2.4. Resources, tools, equipment and machinery required for program are identified and costed, and availability is confirmed with suppliers, contractors and appropriate personnel. 2.5. Cost-effective approach to soil management, soil amendment, and provision of plant nutrients is determined. 2.6. Occupational Health and Safety (OHS) hazards associated with program are identified, risks are assessed and controls are developed and documented. 2.7. Environmental implications of program are identified and documented in plant nutrition program. |
3. Document the soil health and plant nutrition program and specifications | 3.1. Detailed plan, objectives, specifications and associated costs are established based on program requirements. 3.2. Detailed on-site procedures and schedules required for program are developed and documented. |
4. Monitor plant growth and evaluate the program | 4.1. Program implementation and results are monitored by testing soil, plants and/or produce. 4.2. Program is reviewed and refined to ensure it is responsive to changing conditions. 4.3. Non-compliance with documented objectives and specifications is identified and remedial actions are implemented to alleviate or overcome identified shortcomings in program. 4.4. Remedial action to improve plant nutrition is taken and documented. 4.5. Agreed changes are incorporated into a detailed plan. |