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 AHCWOL311A, 'Perform shed duties'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform shed duties' 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. Perform board duties | 1.1. Stained wool, black wool, and contamination are removed on the shearing board. 1.2. Belly wool is picked up, and stained wool is removed. 1.3. Crutch wool is removed and the hind leg repositioned if necessary. 1.4. Fleece is picked up and thrown, or parked and retrieved later if wool table is not clear. 1.5. Removal of wool and maintenance of the board is monitored and extra support provided when needed. 1.6. Mentoring and demonstration of work skills is provided to inexperienced board staff as required. 1.7. All bending and lifting that is required is done according to safe working practices and using the available safety equipment. |
2. Prepare wool | 2.1. Locks are swept up and board and table locks are kept separate where directed. 2.2. Shanks and jowls are removed if directed and placed in correct bin. 2.3. Pizzle stain is removed from bellies and placed in stains line. 2.4. Brisket wool is removed if directed by the wool classer. 2.5. Crutchings are swept clear of the board, stain and dags are removed, and placed in correct bins. 2.6. Lambs wool and prematurely shorn wools are carried to the wool table using boards or paddles if required. 2.7. Mentoring and support is provided in wool handling to inexperienced staff as part of the work team role. |
3. Skirt fleeces | 3.1. Information is sought on wool classer requirements for mob. 3.2. Fribs and sweats are removed and placed in correct bins. 3.3. Short crutch wool and wiggings are removed and placed with locks. 3.4. Wool carrying clumpy vegetable matter is removed if directed by the wool classer. 3.5. Feedback is sought on accuracy of skirting and fleece to skirtings ratio. 3.6. Fleece wool which is defective or lacks uniformity is removed if directed by the wool classer. |
4. Maintain wool flow and minimise contamination risk | 4.1. The immediate shearing area is swept after each sheep is shorn. 4.2. Shearing boards, wool room, and area beneath the wool table are swept as regularly as necessary during the shearing operation. 4.3. The shearing boards and the wool room are kept free of potential contamination. 4.4. Waste is removed and appropriately placed in full consideration of environmental implications. 4.5. Risk of mixing wool between lines is minimised through regular sweeping and maintaining bins, other containers and the wool area. 4.6. All tasks are completed and contingencies covered through a professional, team-based approach. 4.7. All bending and lifting that is required is done according to safe working practices and using the available safety equipment. |
5. Carry out tasks to support the shearing operation | 5.1. Rate of shearing is observed and frequency of refilling the catching pens and for mob cutout are estimated. 5.2. Different mobs of sheep are kept separate. 5.3. Directions from the wool classer are implemented and feedback provided on sheep supply and wool flow. 5.4. All butts and bins are emptied and wool pressed. 5.5. Bales are stored as directed. 5.6. Wool working area is swept clean. 5.7. Equipment is stored at the end of shearing. 5.8. Board is washed down and disinfected after shearing cutout. |