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 LGAPLEM511A, 'Plan for the safe movement of pedestrians'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan for the safe movement of pedestrians' 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. Identify existing and potential pedestrian movements | 1.1. New and planned developments are designed to provide for future pedestrian movements. 1.2. Complaints, requests, comments and observations are analysed to identify problems, risks and concerns. 1.3. Records and statistics are monitored to identify trends. 1.4. Research is undertaken to collect evidence on the movement of pedestrians. |
2. Identify current ability of infrastructure to facilitate safe pedestrian movement | 2.1. Current infrastructure is investigated to clearly establish conditions that affect the safe movement of pedestrians. 2.2. Identified problems and concerns are compared and assessed against legislative requirements, constraints, codes of practice, relevant Australian standards and community expectations. 2.3. Clear priorities based on a ranking of safety factors are established. |
3. Assess and evaluate the options for the safe movement of pedestrians | 3.1. Options relevant to rectifying problems and concerns are identified. 3.2. All options are assessed on the basis of cost effectiveness, efficiency and practicality. 3.3. Preferred options to rectify problems and concerns are selected against agreed criteria. |
4. Prepare initial plan or report of the preferred option | 4.1. A submission to council is made in accordance with requirements to gain in principle support. 4.2. Opportunities are provided for community consultation to maximise acceptance of preferred options. 4.3. Statutory and other relevant authority approvals are obtained in required time frames with minimal modification to the preferred option. 4.4. Clear, concise documentation is prepared that provides full preliminary cost details. |
5. Prepare a detailed design | 5.1. Regular and clear communication with design personnel is undertaken to ensure preferred option objectives are met. 5.2. Design personnel are advised of implementation time frames to ensure detail design is completed as required. 5.3. Design development is monitored to completion. 5.4. A safety design audit is undertaken. 5.5. Final detailed cost estimates are accurately prepared. |
6. Monitor the design for safe movement of pedestrians | 6.1. Design is recommended to the construction program. 6.2. Affected parties are advised to minimise disruption and inform of changes. 6.3. Education and awareness programs are conducted in accordance with specific group needs. 6.4. Implementation of program is monitored over agreed time frame. 6.5. Records and statistics are monitored to measure the effectiveness of the program. |
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