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 DEFSUR006, 'Navigate using celestial aids'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Navigate using celestial aids' 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 section.
1. Establish cardinal points by day using the sun
1.1 Construct a sun compass in an open and level area to record complete movement of the sun over a solar day.
1.2 Mark true north, associated cardinal points and the arc of the sun on the sun compass.
1.3 Mark true north and associated cardinal points using a quick shadow stick method (maximum of twenty minutes of solar transit) and making allowance for the deviation arising from early morning or late afternoon siting.
2. Establish cardinal points by night using celestial aids
2.1 Extrapolate the location of cardinal points by identifying and using celestial bodies.
2.2 Extrapolate the location of the celestial pole by identifying and using celestial bodies.
2.3 Extrapolate true south (or north) by using the celestial pole on the earth/sky horizon and by establishing a compass showing all cardinal points on the ground.
3. Employ improvised direction measuring techniques
3.1 Select appropriate direction of travel to optimise survival or rescue, after analysing the survival situation.
3.2 Construct an improvised protractor using a multi
3.3 Use established cardinal points and directional markings on an improvised protractor to navigate towards a recognisable feature in the distance.
4. Employ improvised time measuring techniques
4.1 Estimate elapsed time by measuring the angle of a segment of the sunâ€™s transit and applying an angle by rate calculation.
4.2 Estimate elapsed time by measuring the rotation of a celestial body around the celestial pole, and applying an angle by rate calculation.
5. Employ improvised distance measuring techniques
5.1 Estimate distance by counting number of paces taken and applying a pace by length of pace calculation.
5.2 Estimate distance by travelling at constant estimated velocity walking pace of four km/h and applying a velocity by time calculation.
6. Determine overall position relative to start point and navigate back
6.1 Draw grid system using a standard scale on a sheet of paper, and mark cardinal points and start point.
6.2 Draw physical navigation movements as scaled vectors from the start point.
6.3 Aggregate individual navigation vectors to determine final position relative to the start point.
6.4 Determine return vector, including bearing and distance, to return to the start point.