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 CPCPCM2041A, 'Work effectively in the plumbing and services sector'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in the plumbing and services sector' 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 | Identify the industry work context and setting. | 1.1 | Nature and scope of plumbing and services functions, activities, contribution to public health and safety, economic importance, employment opportunities and career paths are identified. |
1.2 | Plumbing and services sector employment conditions, responsibilities and obligations are identified. | ||
1.3 | Trends in technology (including IT) and processes likely to impact on the plumbing and services sector are identified. | ||
1.4 | Requirements of relevant plumbing legislation, regulations, standards and codes of practice are accessed through a variety of mediums, understood and implemented. | ||
1.5 | Specific work health and safety (WHS) requirements of the plumbing industry are understood and implemented. | ||
1.6 | Quality assurance and workplace quality requirements are understood and implemented. | ||
1.7 | Sustainability principles and concepts are observed when preparing for and undertaking work process. |
2 | Organise and accept responsibility for own workload. | 2.1 | Priorities and deadlines are established in consultation with others and recorded. |
2.2 | Work activities are planned with appropriate time management and progress of work is communicated to others whose personal work plans and timelines may be affected. | ||
2.3 | Work is completed to the standard expected in the workplace and according to guidelines, directions, instructions and organisational requirements. | ||
2.4 | Variations and difficulties affecting work requirements are identified through regular reviews and action is taken to report these issues to appropriate personnel. | ||
2.5 | Additional support or modification of arrangements to improve work outcomes is communicated clearly to appropriate personnel. |
3 | Work in a team. | 3.1 | Workplace goals and the contributions to be made by teams are identified. |
3.2 | Individual contributions to team activities are identified, agreed and reviewed periodically with the team. | ||
3.3 | Defined roles and strengths of other team members are identified. | ||
3.4 | Assistance and encouragement are provided to other team members wishing to enhance their role and the role of the team. | ||
3.5 | Ground rules for team operations are reviewed and changes are made through team consultative processes. | ||
3.6 | Team improvements are initiated and encouraged from team members. | ||
3.7 | Causes of disharmony and other barriers to achievement are promptly resolved or referred to the appropriate party for resolution. |
4 | Participate in identifying and pursuing own development needs and processes. | 4.1 | The competencies for the workplace are identified. |
4.2 | Organisational structure, career paths and own development opportunities appropriate to the workplace are identified. | ||
4.3 | Steps are taken, in consultation with appropriate personnel, to identify own learning needs for future work requirements. | ||
4.4 | Appropriate opportunities to learn and develop required competencies are identified and pursued with the appropriate people. |
5 | Participate in workplace meetings. | 5.1 | Meeting |
5.2 | Points of view and comments, including agreement and dissent are presented in a logical, persuasive and orderly manner. | ||
5.3 | Points of view of other members are given due consideration. |