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 CPPFES2043A, 'Prevent ozone depleting substance and synthetic greenhouse gas emissions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prevent ozone depleting substance and synthetic greenhouse gas emissions' 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 | Apply rules and regulations to the use of ODS and SGG extinguishing agents. | 1.1 | Requirements of relevant rules and regulations are confirmed and applied to work procedures to prevent ODS and SGG emissions. |
1.2 | Compliance requirements are checked and action is taken according to organisational policies and procedures, ODS and SGG policies and procedures, and best practice requirements. |
2 | Identify ODS and SGG handling licences, trading authorisations and usage permits. | 2.1 | Types of ODS and SGG extinguishing agent handling licences, licence |
2.2 | Extinguishant trading authorisations are identified. | ||
2.3 | Halon special permit usage requirements are identified. |
3 | Apply an understanding of ozone layer depletion and global warming. | 3.1 | Role and functions of ozone layer are identified and explained. |
3.2 | Factors involved with, and effects of, global warming are identified and described. | ||
3.3 | ODS and SGG extinguishing agents used in fire protection industry are identified by type. | ||
3.4 | Effect of ozone depletion and global warming on human health, environment and fire protection industry work practices is described. | ||
3.5 | Relevant fire protection industry ODS and SGG work practices are identified. | ||
3.6 | Improvements to ODS and SGG work practices are identified and proposed to reduce the risk of accidental emmissions. |