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 LMFGG2005C, 'Move glass sheets by hand'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Move glass sheets by hand' 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
1 | Prepare for task | 1.1 | Work requirements in the form of type and quantity of glass to be relocated are identified from work instructions |
1.2 | Occupational health and safety (OHS) requirements for movement of glass sheets by hand, including personal protective equipment, are observed throughout the work | ||
1.3 | Sheet glass to be moved is identified and weight, shape and points of balance, and dimensions estimated or calculated | ||
1.4 | Tools and equipment and manual handling procedures for lifting, lowering and carrying, pushing and pulling are identified | ||
1.5 | Risks to self, others, material and equipment are identified arising from the required lifting, load carrying, set down or movement of the glass | ||
1.6 | Need for glass lifting equipment or team lifting is determined and team lifting processes are considered for application | ||
1.7 | Glass is checked for imperfections and damage prior to movement |
2 | Plan glass movement | 2.1 | Locations for glass storage are identified and routes to be followed determined |
2.2 | Required clearances are compared to available space and adjustments made, as required | ||
2.3 | Process for relocating glass is planned, including predicting and planning for potential difficulties | ||
2.4 | Proposed process is checked against advisory standards and workplace procedures for compliance |
3 | Relocate glass | 3.1 | Actions of lifting, lowering and carrying, pulling and pushing are carried out in accordance with approved advisory standards and workplace procedures |
3.2 | Team lifting tasks (if used) are coordinated according to approved advisory standards | ||
3.3 | Planned process and route are followed and glass is relocated without damage to material, personnel or equipment | ||
3.4 | Glass is labelled and stored following workplace procedures ensuring there are no projections | ||
3.5 | Relocation is checked to see that it meets work requirements, and any differences reported |
4 | Complete work | 4.1 | Work area is cleaned and rubbish disposed of, as appropriate |
4.2 | Workplace documentation is completed, as required |