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 CPCCSC2002A, 'Erect and dismantle basic scaffolding'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Erect and dismantle basic scaffolding' 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. Plan and prepare. | 1.1. Work instructions, including plans, specifications, quality requirements and operational details are obtained from relevant information, confirmed and applied to the scope of work performed. 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 the requirements of the job, checked for serviceability and any faults or concerns regarding quality requirements are rectified or reported prior to commencement. 1.5. Materials appropriate to the work application are identified, obtained, prepared, safely handled and located ready for use. 1.6. Environmental requirements are identified for the project in accordance with environmental plans and statutory and legislative authority obligations and applied. |
2. Whip, tie, splice and inspect ropes. | 2.1. Whipping cord and fibre rope are inspected for damage and wear. 2.2. Designated rope ends are whipped in accordance with regulations and project specifications. 2.3. Designated rope ends are spliced in accordance with regulations and project specifications. 2.4. Bends and hitches are applied and inspected in accordance with project specifications. |
3. Erect scaffolding. | 3.1. Purpose for scaffolding is confirmed and associated work tasks are identified. 3.2. Expected loading on scaffold and supporting structure is determined using load tables and manufacturer specifications. 3.3. Site access and egress routes are identified. 3.4. Scaffolding and components are selected and inspected, and damaged components are labelled and rejected. 3.5. Sole board/base plate is selected in accordance with regulations, legislation, codes of practice and manufacturer specifications. 3.6. Scaffolding is set out and erected in accordance with regulatory and manufacturer requirements. 3.7. Static lines are erected and installed where specified in accordance with regulatory requirements. 3.8. Lifting device is assembled and erected where specified. |
4. Inspect, repair and alter erected scaffolding. | 4.1. Erected modular scaffolding is inspected for damage, corrosion, wear and compatibility. 4.2. Current use of scaffolding is checked against original design and is in accordance with regulations and specifications. 4.3. Scaffolding stability is inspected and confirmed. 4.4. Alteration or repair is carried out where specified. 4.5. Inspection log and handover is completed and dated, ready for signing by a certified scaffolder. |
5. Dismantle scaffolding. | 5.1. Scaffolding is isolated and appropriately signed and barricaded to ensure safe dismantling. 5.2. Scaffolding is dismantled using reverse procedure as for erection. |
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. |