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 FWPCOT3202, 'Navigate in remote or trackless areas'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Navigate in remote or trackless areas' 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. |
1. Prepare for navigation | 1.1 Identify and gather information and relevant factors and check with appropriate personnel. 1.2 Select suitable maps, equipment and navigation aids and check for accuracy, currency and operational effectiveness. 1.3 Detect and correct faults or errors in maps and equipment. 1.4 Establish communication with others in line with WHS and organisational requirements |
2. Plan the route | 2.1 Plan route in line with work instructions and WHS requirements. 2.2 Examine maps to identify relevant symbols, information, navigation data and environmental requirements. 2.3 Calculate accurate grid and magnetic bearings using maps and equipment in line with assignment instructions. 2.4 Plan emergency exit routes and contingencies to combat other risks. |
3. Conduct navigation | 3.1 Undertake navigation in line with planned route and schedule. 3.2 Orientate maps are correctly to surroundings in line with planned route. 3.3 Use equipment and navigation aids in line with manufacturer recommendations. 3.4 Navigate alternative routes to bypass obstacles and improve efficiency of course. 3.5 Minimise impact on the environment as a result of navigation. 3.6 Record and report navigation activities. |