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 AURV232208A, 'Carry out fundamental airbrush application techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Carry out fundamental airbrush application techniques' 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. Prepare for work | 1.1. Work instructions are used to determine the job requirements, including job sheets, material type, colour, quality and quantity. 1.2. Job specifications are read and interpreted. 1.3. Occupational health and safety (OHS) requirements, including personal protection needs, breathing apparatus and full body protection, are observed throughout the work. 1.4. Materials are selected and inspected for quality. 1.5. Hand tooling and safety equipment are identified and checked for operation. 1.6. Procedures are determined to minimise waste material. 1.7. Procedures are identified for maximising energy efficiency while completing the job. |
2. Identify common types of airbrush used, describe their operating principles, cleaning and maintenance procedures | 2.1. Airbrush types, main parts and functions are identified and described. 2.2. Correct cleaning and maintenance procedures are described and demonstrated. |
3. Apply airbrush techniques over prepared stencils | 3.1. Surfaces are prepared for airbrush application. 3.2. Prepared stencil mediums are airbrushed over to produce flat wash, graded wash, dimensional effects and geometric shapes. 3.3. Accurate visual texture, light and shade on given subject matter is achieved. |
4. Produce designs and illustrations with one colour using airbrush graduation techniques | 4.1. Controlled straight and curved work using airbrush graduation techniques is carried out. 4.2. Shading patterns and designs are produced using airbrush graduation techniques. |
5. Prepare a substrate ready to accept a clear top coat | 5.1. Correct abrasives to carry out substrate preparation for clear top coat finishes are identified and selected. 5.2. Correct cleaning and drying procedures in relation to sludge removal is carried out. 5.3. Preparation of the surface to accept clear top coats using solvent cleaners and tack rags is carried out. |
6. Apply clear top coat refinishing materials by spray gun | 6.1. Refinishing materials are applied without causing damage to any component or system. 6.2. The finish produced meets specifications for, texture, depth and gloss and is contaminant-free. 6.3. Surface refinishing is completed within approved timeframes. 6.4. Application activities are carried out according to industry regulations/guidelines, OHS legislation, and enterprise procedures/policies. |
7. Clean up work area and maintain equipment | 7.1. Material that can be reused is collected and stored. 7.2. Waste material is removed and disposed of or stored according to statutory and workplace procedure. 7.3. Spray equipment is cleaned as specified by manufacturer/ component supplier and/or workplace policy and procedures. 7.4. Work area is cleaned and inspected for serviceable condition in accordance with workplace procedures. 7.5. Unserviceable equipment is tagged and faults identified in accordance with workplace procedures. 7.6. Operator maintenance is completed in accordance with manufacturer/component supplier specifications and worksite procedures. 7.7. Tooling is maintained in accordance with workplace procedures. |