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 CUASFX402, 'Coordinate the logistics of special effects operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate the logistics of special effects operations' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare to transport special effects items | 1.1 Confirm facilities available at production locations in consultation with relevant personnel and with reference to production documentation 1.2 Inspect locations as required to identify most appropriate delivery, storage and assembly arrangements 1.3 Ensure power supply and facilities at locations are adequate to meet production requirements 1.4 Conduct pre-departure checks on all equipment to be used at locations 1.5 Complete stock orders in line with budgets, checking availability in time for the assembly and execution of special effects 1.6 Determine whether transport and assembly methods require licensed personnel to operate equipment, and confirm their availability if required 1.7 Develop an operational plan to transport, assemble and disassemble special effects items to meet production requirements and timelines 1.8 Identify problems that might occur with the transportation and assembly of special effects items and make contingency plans |
2. Coordinate transportation of special effects items | 2.1 Organise construction or acquisition of road cases, boxes or crates to enable safe transportation of special effects items to production locations 2.2 Check safe lifting and handling methods are used to pack and unpack special effects items and that care is taken to avoid damage 2.3 Check transportation method allows access to locations and is suited to the nature and quantity of special effects items being transported 2.4 Provide clear and accurate instructions to transport providers 2.5 Complete documentation in accordance with enterprise procedures |
3. Receive special effects items at locations | 3.1 Check and document condition of special effects items and construction equipment on arrival 3.2 Complete reports on shortages or damaged items in line with enterprise procedures 3.3 Coordinate deliveries of goods from specialist manufacturers and hirers 3.4 Check and document quality and condition of hired or specially manufactured items on receipt |
4. Assemble and disassemble special effects items on location | 4.1 Oversee assembly of special effects items in line with production schedules, timelines and budgets 4.2 Identify and implement solutions to operational problems in consultation with relevant personnel 4.3 Check work operations meet enterprise quality standards and comply with health and safety procedures and industry safety codes 4.4 Check all personnel and members of general public present during assembly of special effects are safe 4.5 Secure special effects items and accessories to minimise theft or damage during assembly process 4.6 Coordinate safe disassembly, packing and transportation of special effects items and equipment 4.7 Report and document equipment that requires maintenance in line with enterprise procedures 4.8 Leave locations in the original or improved condition 4.9 Evaluate own role in special effects operations and note areas for improvement |