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 AVIY3077, 'Manage remote pilot aircraft systems in abnormal flight situations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage remote pilot aircraft systems in abnormal flight situations' 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 | Manage loss of thrust after take-off | 1.1 | Loss of thrust is identified as an abnormal situation |
1.2 | RPAS is controlled at all times in accordance with workplace procedures | ||
1.3 | Immediate recovery actions are performed in accordance with aircraft flight manual (AFM) and pilot’s operating handbook (POH) | ||
1.4 | A recovery area within gliding distance is selected, and emergency procedures are performed in accordance with AFM/POH | ||
1.5 | Appropriate flight profile is flown to enable controlled recovery | ||
1.6 | Controlled recovery is achieved in accordance with workplace procedures | ||
2 | Perform forced recovery following loss of thrust | 2.1 | Control of RPAS is maintained at all times |
2.2 | Immediate actions are performed in accordance with AFM/POH | ||
2.3 | A recovery area within gliding distance is selected and RPAS is manoeuvred to nominated recovery area as required | ||
2.4 | Consideration is given to restarting the engine and engine is restarted as required | ||
2.5 | Flight profile is flown from that a controlled recovery can be achieved | ||
2.6 | Controlled recovery is achieved in accordance with workplace procedures | ||
3 | Recognise and recover from stall | 3.1 | Stall signs and symptoms are recognised |
3.2 | Height loss, consistent with RPAS type, is identified | ||
3.3 | RPAS altitude and power settings are adjusted to resume normal flight on advent of stall | ||
4 | Recognise and recover from an incipient spin | 4.1 | Incipient spin signs and symptoms are recognised |
4.2 | Recovery at incipient spin stage is performed and controlled flight is resumed | ||
4.3 | Recovery at incipient spin stage during a turn is performed and controlled flight is resumed | ||
5 | Conduct precautionary search and recovery | 5.1 | Search and recovery intentions are communicated to RPAS crew |
5.2 | Aircraft is configured for appropriate inspection flight profile | ||
5.3 | Recovery area is selected and inspected for suitability of safe approach, recovery distance, surface and obstacle clearance | ||
6 | Manage RPAS abnormal and emergency situations | 6.1 | Abnormal and emergency situations are identified, and managed in accordance with relevant emergency procedures and regulatory requirements |
6.2 | Appropriate emergency procedures are followed in accordance with AFM/POH and published procedures while maintaining control of the RPAS | ||
6.3 | Control of RPAS is maintained at all times | ||