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 CPCCDE4001A, 'Plan and prepare for activities on demolition sites'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and prepare for activities on demolition sites' 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
1 | Assess demolition site and scope of work. | 1.1 | Demolition plan is reviewed and site inspected to evaluate size and complexity of demolition tasks. |
1.2 | Concurrent work of other construction teams is assessed and communication channels established or confirmed. | ||
1.3 | Site access and egress and traffic management plan are assessed, and additional provisions or changes negotiated as required. | ||
1.4 | Provisions for site storage and amenities are assessed and additional provisions or changes arranged as required. | ||
1.5 | General site work health and safety (WHS) and environmental requirements are confirmed and applied to planning. | ||
1.6 | Regulatory compliance requirements are confirmed and applied to planning. | ||
1.7 | HAZMAT audits are arranged prior to demolition work start date and findings are applied to planning. |
2 | Schedule demolition activities. | 2.1 | Demolition plan is analysed and individual demolition tasks prioritised according to WHS, site and resourcerequirements. |
2.2 | Concurrent tasks are planned and sequenced to maximise efficient use of resources. | ||
2.3 | Resource hours required for individual demolition tasks are estimated with allowances for contingencies. | ||
2.4 | Timelines for different project stages are calculated, compared to demolition plan, and adjustments are made as required. | ||
2.5 | Project schedule is prepared, reviewed by relevant personnel, amended as required and processed according to workplace requirements. |
3 | Prepare safe work method statements for individual demolition activities. | 3.1 | Hazards and risks associated with each demolition task are assessed by site inspection, discussion with relevant WHS and site personnel, and consideration of sequencing of tasks. |
3.2 | Risk management strategies are analysed according to the hierarchy of controls in consultation with relevant WHS and site personnel. | ||
3.3 | Safe work method statement (SWMS) is prepared for each demolition task with instructions for review immediately before work starts to re-assess work site conditions resulting from previous tasks. |
4 | Arrange resources for demolition activities. | 4.1 | Resource requirements for demolition tasks are confirmed, and requirements for concurrent tasks calculated according to project schedule. |
4.2 | Arrangements are made for delivery of required plant, tools and equipment according to project schedule. | ||
4.3 | Specialised skill requirements for different project stages are determined and skills of available team members assessed to identify skill shortages. | ||
4.4 | Recruitment of additional team members with required skills is conducted and completed within required timeframe for prompt start to work. | ||
4.5 | Team members are allocated to tasks and human resource requirements for all project stages are checked and confirmed as complete. |
5 | Conduct site induction and team briefing for demolition project. | 5.1 | Site tour and general site induction regarding safety and environmental requirements are arranged or conducted according to project and workplace requirements. |
5.2 | Details of task allocations and scheduling are explained and discussed, and team understanding of work requirements is confirmed. | ||
5.3 | Concurrent work of other construction teams, and interactions and communication channels, are explained and understanding of team members is confirmed. | ||
5.4 | Provisions for dealing with risks, hazards and contingencies are explained, and understanding of team members is confirmed. | ||
5.5 | Team members are encouraged to ask questions for clarification at all stages of the work and to provide suggestions for improvements in processes. |