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 MSFBA2006, 'Construct textiles for canopy-style awnings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Construct textiles for canopy-style awnings' 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. | ||
1 | Plan and prepare for work | 1.1 | Work health and safety (WHS) requirements, legislative requirements and workplace practices are observed throughout the work |
1.2 | Personal protective equipment is selected and used correctly | ||
1.3 | Work order is reviewed, confirmed and clarified with appropriate personnel | ||
1.4 | Frame, which will vary according to customer requirements for Dutch hoods (with end style variations), Florentines or cupola is measured and quantities of materials calculated | ||
1.5 | Textiles are selected and checked for flaws according to workplace practices | ||
1.6 | Tools and equipment are selected and used according to workplace practices and manufacturer instructions | ||
2 | Lay out, mark and cut textiles | 2.1 | Correct side of textile, naps, direction of patterns and pattern matches are identified |
2.2 | Textiles are laid over frame and measured and marked to fit frame leaving joining allowances | ||
2.3 | Panels and scallops, whose number and shape will vary according to size and shape of canopy frame, are marked and cut | ||
2.4 | Textiles are cut | ||
2.5 | Measurements are checked against work order | ||
3 | Join textiles | 3.1 | Textiles are joined according to workplace practices |
3.2 | Textiles are laid over frame and perimeter pockets marked | ||
3.3 | Pockets are sewn | ||
3.4 | Scallop edging is attached | ||
4 | Construct awning | 4.1 | Method of fixing skin to frame is determined |
4.2 | Textile skin is constructed according to work instructions | ||
4.3 | Skin is attached to frame according to work instructions | ||
4.4 | Aluminium framed canopy-style awning frame is braced | ||
5 | Apply quality checks | 5.1 | Completed awnings are checked ensuring finish and final size match work requirements |
5.2 | Parts of the work that do not comply with work order are repaired or re-worked | ||
5.3 | Frame is checked for damage and repairs made if necessary according to workplace practices | ||
6 | Complete work | 6.1 | Finished work is cleaned, protected and stored following workplace practices |
6.2 | Tools and equipment are cleaned, maintained and stored | ||
6.3 | Faulty tools and equipment are reported to appropriate personnel | ||
6.4 | Work area is cleaned and waste is disposed of in accordance with workplace practices and environmental legislation covering disposal of industrial waste | ||
6.5 | Workplace documentation is completed | ||