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 AVIY4014, 'Take off helicopter and approach to hover'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Take off helicopter and approach to hover' 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 | Carry out pre take-off checks | 1.1 | Pre take-off checks and safety briefings are completed |
1.2 | Safe take-off path is selected | ||
1.3 | Helicopter is lined up in take-off direction and is positioned at the optimum position within the helicopter landing site (HLS) | ||
1.4 | Line-up checks are performed in accordance with approved checklist as required | ||
2 | Take off helicopter | 2.1 | Air traffic control (ATC) clearances are obtained and compliance is maintained with clearance conditions and requirements, when operating within controlled airspace |
2.2 | Helicopter is transitioned from a stationary position in a specified direction passing through translational lift, remaining clear of obstructions, and establishing and maintaining a recommended or nominated climb speed | ||
2.3 | Helicopter flight path is controlled using appropriate flight handling techniques including awareness of helicopter performance considerations, aircraft balance and flight control trim as required | ||
2.4 | Power and attitude are managed for flight path, departure profile and indicated airspeed (IAS) being flown | ||
2.5 | Local and published noise abatement requirements and curfews are observed | ||
2.6 | Situational awareness of circuit traffic is maintained and conflict is avoided | ||
3 | Approach to hover | 3.1 | Suitable termination point is selected |
3.2 | Pre-landing checks are completed in accordance with approved checklist | ||
3.3 | Appropriate approach angle and track is intercepted and approach manoeuvres are conducted in accordance with air traffic control instructions | ||
3.4 | Helicopter is descended to hover at selected termination point at a reducing closure rate and along a specified track on an approach angle appropriate to helicopter type and conditions | ||
3.5 | Landing gear is aligned to planned approach direction | ||
3.6 | Loss of translational lift is recognised and controlled | ||
3.7 | RPM is managed within normal operational limits | ||
3.8 | Approach is terminated at hover over termination point | ||
4 | Perform go-around procedure | 4.1 | Critical situations are recognised and timely decisions are made to go-around in circumstances that require discontinuing a circuit or approach |
4.2 | Go-around is initiated | ||
4.3 | Power and attitude is set to initiate safe climb at appropriate IAS from any position in the circuit | ||
4.4 | Obstructions and traffic are appropriately avoided during climb following a decision to go-around | ||
4.5 | Lookout is maintained using a systematic scan technique at a rate determined by traffic density, visibility or terrain | ||
4.6 | Situational awareness of circuit traffic is maintained throughout go-round procedure | ||
4.7 | After take-off checks are completed in accordance with approved checklist | ||
4.8 | Local and published noise abatement requirements and curfews are observed | ||