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 AVIY0016, 'Lead formation flight'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead formation flight' 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 | Plan a formation flight | 1.1 | Formation flight tasking requirements are identified |
1.2 | Crews, briefing venue, timing and aircraft availability are coordinated | ||
1.3 | Task is analysed to determine manoeuvres and formations that ensure safe outcome | ||
1.4 | Flight route is planned to achieve formation outcomes in the time available and within performance capabilities of the flight | ||
1.5 | All air traffic, area limitations and navigation requirements are complied with | ||
1.6 | Actions in abnormal or emergency situations involving the formation are planned | ||
2 | Brief and debrief formation flight crew | 2.1 | Ground and flight manoeuvres are briefed and confirmed with formation flight crews |
2.2 | Timings, route/s, speeds and altitudes to be flown are specified | ||
2.3 | Deputy formation leader responsibilities are briefed and confirmed | ||
2.4 | Communication procedures, minimum fuel, abnormal and emergency procedures and method of return for landing are briefed and confirmed | ||
2.5 | Achievements and any faults or errors that occurred during the formation flight are identified | ||
2.6 | Guidance and feedback is provided to other formation members during post-flight debrief | ||
3 | Lead a formation | 3.1 | Lead aircraft is manoeuvred using controlled corrective action to ensure a stable platform for pilots flying in formation stations |
3.2 | Formation is safely manoeuvred anticipating and allowing for formation size, proximity to obstructions, terrain, airspace limitations, weather conditions and air traffic, while ensuring compliance with regulatory requirements | ||
3.3 | Formation is directed and controlled using precise standard radio phraseology, hand and other signal procedures | ||
3.4 | Formation lost contact procedures are implemented and managed as required | ||
3.5 | Formation member flight performances and appropriate reactions to problems are monitored | ||
4 | Manage abnormal and emergency situations | 4.1 | Control of aircraft and formation when leading is maintained |
4.2 | Abnormal or emergency situations affecting formation performance are identified and analysed | ||
4.3 | Course/s of action to resolve abnormal or emergency situations are implemented and monitored | ||
4.4 | Task workload and flight safety priorities are organised to ensure optimum outcome of the situation | ||