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 CPPCLO3003, 'Clean using safe work practices'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Clean using safe work practices' 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 to work. | 1.1. | Work instructions, including client and environmental requirements, are obtained, confirmed, and applied to planning. |
1.2. | Work site and nature of cleaning task are assessed for hazards, and risks are controlled according to company, legislative, and health and safety requirements. | ||
1.3. | Cleaning tasks to be conducted at heights are identified and required access equipment is identified, obtained and prepared. | ||
1.4. | Cleaning equipment, including required personalprotective equipment (PPE), is selected according to job requirements and checked for serviceability, and faults are rectified or reported prior to starting work. | ||
1.5. | Cleaning products to be used are selected, diluted, and dispensed or prepared according to manufacturer specifications, and company and health and safety requirements. | ||
1.6. | Pre-existing damage to cleaning site is identified and reported according to client and company requirements. | ||
1.7. | Signs and barricades are selected and installed according to cleaning task and work site. | ||
2. | Apply safe work practices to cleaning tasks. | 2.1. | Cleaning products and equipment are brought into position with cleaning trolley or other suitable form of transport, using safe work practices. |
2.2 | Techniques to prevent trips, falls, and repetitive sprains and strains are identified and implemented. | ||
2.3. | Cleaning tasks conducted at heights are undertaken using access equipment prepared and placed for the task. | ||
2.4. | Cleaning tasks undertaken in enclosed spaces are conducted using safe work practices that prevent chemical exposure. | ||
2.5. | Cleaning tasks undertaken while working in the vicinity of building occupants are conducted using safe work practices. | ||
3. | Participate in workplace health and safety initiatives. | 3.1. | Health and safety training and coaching programs are undertaken as required. |
3.2. | Incidents or accidents are reported and recorded according to company requirements. | ||
3.3. | Suggestions to improve workplace health and safety conditions are submitted to required personnel. | ||
3.4. | Workplace health and safety initiatives are implemented as required and in line with own role and responsibilities. | ||
4. | Finalise cleaning tasks. | 4.1. | Soil and waste collected from site are disposed of according to client and company specifications, and legislative, environmental, and health and safety requirements. |
4.2. | Equipment, including PPE and chemical products, are returned to cleaning storage area and stored according to legislative requirements. | ||
4.3. | Quantity and condition of PPE are assessed and need for replacements is reported according to company requirements. | ||