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 CPPCLO3036, 'Clean at heights'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Clean at heights' 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. | Identify work area requirements. | 1.1. | Work area and job requirements are identified and need for access equipment is confirmed according to work instructions. |
1.2. | Method of accessing work area is identified according to safe work method statement (SWMS). | ||
1.3. | Access equipment is selected, set up and inspected for defects, and issues are reported and rectified before commencing cleaning tasks. | ||
1.4. | Safe work methods for moving cleaning equipment and chemicals are identified to minimise risks. | ||
1.5. | Personal protective equipment (PPE) is selected according to the work task, manufacturer specifications, and health and safety and company requirements. | ||
1.6. | Tasks are sequenced to ensure maximum efficiency for completing cleaning requirements. | ||
1.7. | Drop sheets are placed on floor, furniture and equipment as required and according to client and site requirements. | ||
2. | Access area to be cleaned. | 2.1. | Fallprotection system where required is correctly fitted, adjusted and anchored. |
2.2. | Work site hazards are assessed and risks controlled according to company, legislative, and health and safety requirements. | ||
2.3. | Access equipment is inspected for defects, and issues are reported and rectified within scope of own responsibilities according to health and safety requirements. | ||
2.4. | Cleaning equipment and chemicals are positioned to eliminate risk of items falling. | ||
3. | Conduct cleaning tasks. | 3.1. | Cleaning is conducted following approved procedures and SWMS. |
3.2. | Communication with team members and other site personnel is maintained as required to progress cleaning tasks within agreed timelines. | ||
3.3. | Fall protection system is kept in place and adjusted to cater for movement during cleaning process. | ||
3.4. | Scaffold components and fall barriers are kept in place during cleaning process. | ||
3.5. | Work area is exited following SWMS and supervisor-approved methods for moving self, cleaning equipment and chemicals to ground level. | ||