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 CPCCST3007A, 'Turn stone'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Turn stone' 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 and operational details are obtained using relevant information, confirmed and applied for planning and preparation purposes. 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. 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. Stone quality identified, selected and prepared for turning. 1.8. Environmental requirements are identified for the project in accordance with environmental plans and statutory and regulatory authority requirements, and are applied. |
2. Construct templates. | 2.1. Appropriate template material is selected and template prepared and cut to required shape or design using appropriate tools. 2.2. Template is applied to stone for basic roughing out procedure as required by design, and appropriate tools and machines are selected consistent with job requirements. |
3. Identify applications of lathe work to stonemasonry. | 3.1. Specific features of lathe applications and methods of handling and holding work applicable to lathe operation are identified and used. 3.2. Machine operations, including pre-service checks, are identified and machine speeds and feed rates are calculated. |
4. Operate lathe and turn stone. | 4.1. Job sheet is prepared as service record of lathe operation where applicable, and correct lathe cutting tools are selected and prepared for use. 4.2. Correct alignment of talkstock is accurately performed. 4.3. Pre-service checks are correctly performed in accordance with manufacturer specifications and machine working speeds and feed rates. 4.4. Roughing and finishing areas are set by calculations from operations sheet specifications. 4.5. Holding devices are correctly applied to work piece and lathe is operated through a dry run check before lathe start-up procedure is applied. 4.6. Lathe operation is performed to turn stone to match contour of template. |
5. Finish and seal stone. | 5.1. Correct contour conformity to template is checked, stone is turned and surface is finished to specification. 5.2. Completed stonemasonry work is removed from lathe and prepared for sealant application as specified. 5.3. Sealing solutions and compounds are applied to manufacturer specifications. |
6. Clean up. | 6.1. Debris and waste materials are removed on completion of process. 6.2. Re-usable and recyclable materials are salvaged and stored. 6.3. Lathe accessories are removed and tools and equipment are cleaned, maintained and stored. |