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 FPIFGM3211B, 'Manage coppice stems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage coppice stems' 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 |
1. Prepare for coppice management | 1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing coppice stems are identified and followed 1.2. Work order is reviewed and checked with appropriate personnel 1.3. Type and quantity of stumps to grow coppice are identified and assessed for safe working conditions 1.4. Equipment appropriate to work requirements is selected and checked for operational effectiveness in line with manufacturer recommendations 1.5. Coppice activities are planned in line with site procedures and environmental requirements 1.6. Communication with others is established and maintained in line with OHS requirements |
2. Develop coppice stems | 2.1. Environmental conditions are assessed and used to plan the coppice development of each tree stump 2.2. Chainsaw operators are directed to cut tree stumps at ground level to form stools 2.3. Stools are cleared of debris and allowed to rest and sprout coppice 2.4. Debris is recycled in line with site procedures and environmental requirements 2.5. Coupe is protected from wildlife and grazing animals during coppice development 2.6. Standard seedlings are removed or left in line with the coppice management plan used 2.7. Stools are regularly assessed to measure and gauge the amount of coppice growth |
3. Undertake thinning | 3.1. Coppice stems are assessed in line with the coppice management plan to identify stronger stems and how many stems to leave 3.2. Weaker or smaller coppice stems are removed by hand or mechanically 3.3. Thinning is regularly undertaken to control regrowth and promote the growth of retained coppice stems 3.4. Thinning of more mature coppice forests is directed to prepare for harvesting activities 3.5. Thinned material is recycled in line with site procedures and environmental requirements 3.6. Coppice management process is recorded and reported to the appropriate personnel |