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 AVIH3019, 'Navigate remote pilot aircraft systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Navigate remote pilot aircraft systems' 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
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Prepare charts and flight plan | 1.1 | Suitable maps, aeronautical charts and weather briefings for intended operation are selected and flight plan is prepared |
1.2 | Pre-operations information and Notice to Airmen (NOTAM) is accessed, analysed and applied to flight plan | ||
1.3 | Hazards are clearly indicated on charts and risk controls are implemented | ||
1.4 | Effects of wind velocity, adverse environmental conditions and contingency actions are planned for | ||
2 | Comply with airspace procedures | 2.1 | Air traffic clearances are accessed and compliance with air traffic regulations is maintained |
2.2 | Airspace procedures and protocols are followed | ||
2.3 | Entrance into controlled airspace is undertaken by direction of controlling authorities | ||
3 | Conduct departure procedures | 3.1 | Remote pilot station is organised and essential information is accessed |
3.2 | Departure administration tasks and communications are conducted | ||
3.3 | Orientation to ground level is maintained | ||
3.4 | Control of RPAS is given precedence over conducting navigation and communication tasks | ||
3.5 | Situational awareness and lookout is maintained using a systematic scan technique | ||
3.6 | Local and published noise abatement requirements and curfews are observed | ||
3.7 | Separation with other air traffic is maintained | ||
4 | Maintain RPAS in operational area | 4.1 | Planned route is followed |
4.2 | Communication tasks are completed | ||
4.3 | RPAS endurance is monitored and energy reserve needs are revised | ||
4.4 | Pre-descent or navigation turning point checks are executed | ||
4.5 | Air traffic separation is maintained at all times | ||
4.6 | RPAS is controlled | ||
4.7 | Deteriorating visual meteorological conditions are recognised and appropriate RPAS corrective actions are taken | ||
4.8 | Situational awareness and lookout is undertaken using a systematic scan technique | ||
5 | Navigate RPAS within visual line of sight | 5.1 | Visual line of sight of RPAS is maintained at all times |
5.2 | Awareness of current and forecast weather conditions is maintained | ||
5.3 | Systematic scan technique is implemented at all times | ||
5.4 | Hazards and threats are identified and appropriately controlled | ||
5.5 | Effects of wind velocity, adverse environmental conditions and contingency actions are responded to as required | ||
5.6 | Situational awareness is maintained at all times | ||
6 | Apply lost link procedure | 6.1 | Lost link profile and routing is prepared and validated |
6.2 | Fail-safe mechanism is reviewed and activated as required | ||
7 | Apply lost radio communication procedure | 7.1 | Lost radio communications procedure and profile are prepared and validated |
7.2 | Back-up radio or alternate communication means are confirmed as required | ||
8 | Execute arrival procedures | 8.1 | Arrivals procedures are executed |
8.2 | Lookout is maintained using a systematic scan technique | ||
8.3 | Situational awareness is maintained at all times | ||
8.4 | Local and published noise abatement requirements and curfews are observed | ||
8.5 | Separation with air traffic is maintained | ||