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 CPCCSH3001, 'Fabricate shopfitting components using CNC machines'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Fabricate shopfitting components using CNC machines' 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 describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1 | Plan and prepare. | 1.1 | Job requirements are obtained, reviewed and confirmed with relevant personnel and applied to planning. |
1.2 | Work site conditions and hazards are identified and reported as required, and health and safety requirements for fabricating components for shopfitting units are confirmed with relevant personnel and applied to planning. | ||
1.3 | Details of structure of shopfitting unit are identified and confirmed. | ||
1.4 | CNC machinery is selected to carry out tasks according to job requirements, checked for serviceability, and faults are rectified or reported before starting work. | ||
1.5 | Materials | ||
1.6 | Materials appropriate to the work application are obtained, safely handled, prepared, and located ready for use. | ||
2 | Adjust data input. | 2.1 | Programming terms, methods and data storage capacity are determined and checked as consistent with job requirements and machine specifications. |
2.2 | Program is edited to produce the required straight or circular tool movements, compensating for tool profiles and according to machine specifications. | ||
2.3 | Program is entered according to machine specifications. |
3 | Transfer program to machine control. | 3.1 | Methods of transferring programs into machine memory are identified and selected. |
3.2 | Program is loaded into machine memory using appropriate method. |
4 | Test program and produce components. | 4.1 | Program operations |
4.2 | Specified components are produced using automatic mode according to manufacturer specifications. | ||
4.3 | Component identity, face and edge are marked on each piece of material according to design specifications. | ||
4.4 | Components are located ready for assembly with relevant plans and specifications. |
5 | Clean up. | 5.1 | CNC machinery is cleaned, checked and stored, and faults are report as necessary, according to manufacturer and workplace requirements. |
5.2 | Work area is cleared and waste and unwanted materials are removed safely according to workplace requirements. | ||
5.3 | Plans, specifications and set-outs are stored for future reference, and tools and equipment are cleaned, maintained and stored according to workplace requirements. |