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 CPPWMT4050A, 'Deliver training in hazard identification and waste emergency responses'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver training in hazard identification and waste emergency responses' 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 | Organise instruction and demonstration. | 1.1 | Information about learner characteristics and their learning needs is gathered. |
1.2 | Safe and comfortable learning environment to conduct training is established using interpersonal skills and according to personnel training plans. | ||
1.3 | Learners are notified of the training details. | ||
1.4 | Instruction and demonstration objectives are sourced and checked, and assistance is sought if required. | ||
1.5 | Learning resources and learning materials on waste characteristics, waste streams or waste categories, contamination, potential emergencies and emergency response plan are obtained and checked for relevance. | ||
1.6 | Emergency response systems are reviewed, and equipment and emergency and personal protective equipment (PPE) required for the demonstration are organised. |
2 | Instruct on waste hazard identification and emergency responses. | 2.1 | Learning program or delivery plan is followed using emergency response plan to ensure all learning objectives are delivered pertaining to potential hazards and risks, service specialists, OHS requirements and legislation and codes. |
2.2 | Information on existing site safety plan, emergency systems and equipment, and emergency and PPE is incorporated into the training. | ||
2.3 | Hazardous and dangerous waste and non-conforming waste are identified. | ||
2.4 | Emergency escape details, containment and isolation of emergency situation and clean-up are discussed. | ||
2.5 | Techniques are used to structure, pace and enhance learning. | ||
2.6 | Communication skills are used to provide information, instruct learners and demonstrate relevant work skills. | ||
2.7 | Opportunities for practice are provided during instruction and through activities. | ||
2.8 | Feedback on learner performance is provided and discussed to support learning. |
3 | Review and document training processes. | 3.1 | Measures are used to ensure learners are acquiring and can use emergency response and hazard identification skills and knowledge. |
3.2 | Review and reflection on personal delivery are undertaken. | ||
3.3 | Learner records are maintained, stored and secured according to organisational requirements. |