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 CPCCBL3006A, 'Lay multi-thickness walls and piers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lay multi-thickness walls and piers' 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, including plans, specifications, quality requirements and operational details, are obtained, confirmed and applied from relevant information. 1.2. Safety (OHS) requirements are followed in accordance with safety plans and policies. 1.3. Signage and barricade requirements are identified and implemented. 1.4. Plant, tools and equipment selected to carry out tasks are consistent with job requirements, checked for serviceability, and any faults are rectified or reported prior to commencement. 1.5. Material quantity requirements are calculated in accordance with plans, specifications and quality requirements. 1.6. Materials appropriate to the work application are identified, obtained, prepared, safely handled and located ready for use. 1.7. Environmental requirements are identified for the project in accordance with environmental plans and statutory and regulatory authority obligations, and are applied. |
2. Set out brickwork. | 2.1. Work platform is erected in accordance with regulatory and workplace requirements. 2.2. Location and structural details of multi-thickness brickwork are determined from drawings and specifications. 2.3. Set out area is located and footing is checked for conformity to dimensions and location as per job drawings, specifications and standards. 2.4. Brickwork is set out to location according to dimensions from drawings and specifications. |
3. Construct walls and attached piers. | 3.1. Mortar is mixed and bricks are laid to set out for base and specified bond types in accordance with specifications and standards. 3.2. Multi-thickness wall is constructed maintaining bond, and is completed to job specifications and standards. 3.3. Attached piers are bonded to wall according to job specifications. 3.4. Walls are to be straight and true in plumb line and level within standard tolerances. 3.5. Damp proof courses are built to specifications and standards. 3.6. Openings are constructed and lintels are installed to job specifications and standards. 3.7. Tie down and lateral support systems for ceiling and roof structures are installed to walls in accordance with plans, specifications, codes and standards. |
4. Construct isolated piers. | 4.1. Bricks are laid to set out and specified bond. 4.2. Piers are constructed to application and requirements for line, level and plumb in construction projects, and bond is maintained to job specifications. |
5. Finish joints. | 5.1. Excess mortar is removed from brickwork surfaces and cavities are cleaned free of mortar and debris in accordance with manufacturer recommendations, job specifications, standards and codes. 5.2. Joints of laid brickwork are raked or ruled to correct profile and depth in accordance with job specifications. 5.3. Brickwork is brushed down prior to drying to remove unwanted mortar. |
6. Clean up. | 6.1. Work area is cleared and materials disposed of, reused or recycled in accordance with legislation, regulations, codes of practice and job specification. 6.2. Plant, tools and equipment are cleaned, checked, maintained and stored in accordance with manufacturer recommendations and standard work practices. |