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 CPCCST3022A, 'Carry out profile work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Carry out profile work' 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 | Plan and prepare. | 1.1 | Work instructions are obtained using relevant information, confirmed and applied for planning and preparation purposes. |
1.2 | Work health and safety (WHS) requirements are followed according to safety plans and policies. | ||
1.3 | Tools and equipment selected to carry out tasks are consistent with job requirements, checked for serviceability, and faults are rectified and reported before work begins. | ||
1.4 | Material quantity requirements are identified and calculated according to plans, specifications and quality requirements. | ||
1.5 | Materials appropriate to the work application are obtained, prepared, safely handled and located ready for use. | ||
1.6 | Environmental requirements are identified for the project according to environmental plans and statutory and regulatory authority requirements, and are applied. |
2 | Transfer dimensions from an engineering drawing to work. | 2.1 | Stone is marked out for profile work requirements according to job specifications. |
2.2 | Datum points are correctly established on stone for application of profile set-out. |
3 | Develop patterns. | 3.1 | Dressing procedures are analysed and most appropriate development method is chosen and applied for type of stone. |
3.2 | Calculations are carried out and used to develop true shape of profile mould. | ||
3.3 | Patterns are set out accurately for profile mould, reverse mould and bed mould to dimensions and specified shapes. | ||
3.4 | Allowances for fabrication processes with guide/roller working off template are correctly determined and transferred to bed mould. |
4 | Use hand or hand-held power cutting tool. | 4.1 | Tool is adjusted for operation in consideration of application work. |
4.2 | Hand tool or power cutting tool is used safely and correctly to cut patterns for templates. | ||
4.3 | Materials are cut to size according to drawing and job requirements, minimising wastage. | ||
4.4 | Templates are trimmed to set-out, where required, to specifications. |
5 | Shape and form stone. | 5.1 | Equipment is set up and adjusted to meet job requirements and standard operating procedures. |
5.2 | Stone is located and fixed into place on table ready for machine operation. | ||
5.3 | Appropriate cutter is set to machine to carry out initial cutting processes and cutters are changed as required during profiling process. | ||
5.4 | Bed template is located and aligned with stone and machine operation to requirements of job and manufacturer specifications. | ||
5.5 | Machine is set up and operated with allowances for thickness of template and gauges. | ||
5.6 | Machine is operated and stone is shaped and formed to specifications, with material checked for accuracy against required dimensions and shape. |
6 | Clean up. | 6.1 | Area is cleaned to specification. |
6.2 | Waste material is removed and placed into job waste bins. | ||
6.3 | Tools and equipment are cleaned, inspected, maintained and stored. |