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 MSTTF2002, 'Cut, bend and shape metal'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Cut, bend and shape metal' 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 | Determine job requirements | 1.1 | Follow standard operating procedures (SOPs) |
1.2 | Comply with work health and safety (WHS) requirements at all times | ||
1.3 | Use appropriate personal protective equipment (PPE) in accordance with SOPs | ||
1.4 | Identify job requirements from specifications, drawings, job sheets or work instructions | ||
2 | Prepare for cutting, bending and shaping metal | 2.1 | Read and interpret workplace procedures and instructions |
2.2 | Establish safe working environment | ||
2.3 | Obtain specifications of material to be used and shape to be formed | ||
2.4 | Plan sequence of task operations and calculate required length of material | ||
2.5 | Select appropriate section material to meet specification, and choose suitable length of material stock for cutting to minimise waste | ||
2.6 | Move material to be cut to work area | ||
2.7 | Prepare appropriate hand and power tools | ||
3 | Prepare for cutting process | 3.1 | Mark out cutting points on material and select appropriate cutting equipment |
3.2 | Check area to ensure equipment doesn’t become entangled or damaged during operation | ||
3.3 | Secure material to prevent movement | ||
4 | Cut material and informally check product | 4.1 | Use safety equipment in accordance with WHS requirements when using cutting equipment |
4.2 | Select and install appropriate consumables as to manufacturers requirements | ||
4.3 | Set and operate equipment in accordance with accepted industry and WHS practices | ||
4.4 | Cut material to correct length and remove burrs or rough edges by brushing, grinding or filing | ||
4.5 | Inspect cut sections to verify that their size and condition meets specifications and relevant workplace and industry quality standards | ||
5 | Prepare for forming process | 5.1 | Plan sequence of forming operations and select appropriate forming equipment |
5.2 | Check forming equipment for damage or operating defects | ||
5.3 | Select and set appropriate formers | ||
6 | Form material and informally check product | 6.1 | Place metal section in former and secure, as necessary |
6.2 | Heat metal section to facilitate bending, as necessary | ||
6.3 | Hot or cold bend the metal section around formers or hand form to required specification | ||
6.4 | Descale or otherwise finish formed product after forming | ||
6.5 | Inspect formed product to verify that it meets specifications and relevant workplace and industry quality standards | ||
7 | Maintain work area and equipment | 7.1 | Clean work area and stow tools and electrical equipment away safely |
7.2 | Comply with environmental regulations to reuse, recycle or dispose of materials as required | ||
7.3 | Clean and maintain cutting and forming equipment in accordance with workplace requirements and manufacturer specifications | ||
7.4 | Perform programmed maintenance which is within the operator’s area of responsibility | ||
7.5 | Inform supervisor of any abnormal conditions needing maintenance or repair | ||