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 PUAFIR202, 'Use Class A foam in wildfire operations and non-structural applications'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use Class A foam in wildfire operations and non-structural applications' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Prepare Class A foam for use | 1.1 | Type of foam for application in a wildfire or on non-structural object is selected depending on the required effect of foam on components of the fire triangle and fuel |
1.2 | Decision to apply Class A foam to Class A fuels at wildfire or non-structural incident is received from Incident Controller | ||
1.3 | Foam proportioning or induction rate is selected, in accordance with manufacturers' recommendations, organisational procedures and guidelines, to produce the solution strength required to achieve operational objectives with the decision communicated to the crew preparing the foam | ||
1.4 | Foam expansion or aspiration ratio is confirmed, based on fuel type, operational requirements and need to achieve maximum operational benefit | ||
1.5 | Class A foam concentrate and equipment is prepared for use, in accordance with organisational procedures and safe work practices with consideration of potential environmental impact and required precautions to be complied with | ||
1.6 | Correct personal protective clothing and equipment required for working with Class A foam is donned for handling concentrate and solution | ||
2 | Operate Class A foam system and equipment | 2.1 | Type of Class A foam system is confirmed through chain of command |
2.2 | Predetermined amount of foam concentrate is added to water flow using appropriate equipment, as directed | ||
2.3 | Foam system available is operated using predetermined proportioning or induction method | ||
2.4 | Where system is manually regulated, proportioning percentage rate and flow is monitored and achievement of operational objectives is confirmed | ||
3 | Apply Class A foam | 3.1 | Foam system and equipment is operated to produce required solution strength suitable for its intended application as non-aspirated or aspirated foam and for the type of fuel to which it is to be applied |
3.2 | Class A foam is applied as a direct attack to extinguish the edge of the fire using non-aspirated or low expansion foam nozzles | ||
3.3 | Class A foam is used to wet fuels to construct a control line adjacent to the fire edge, using required foam proportion rate to contribute to fuel reduction burning, burning out and back burning | ||
3.4 | Foam is applied to conduct mop up/blacking out operations by regulating flow to suit application type and rate | ||
3.5 | Class A foam is applied to non-structural objects, in accordance with organisational operating procedures for these types of fires | ||
3.6 | Direct and indirect application of Class A foam is demonstrated, in accordance with organisational operating procedures | ||
3.7 | Environmental contamination from application of Class A foam is considered and preventative measures are implemented | ||
4 | Store and handle Class A foam and prevent damage to equipment and the environment | 4.1 | Class A foam is stored on tankers and appliances in designated storage drums, racks or tanks, in accordance with Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements |
4.2 | Storage arrangements in workplace and other locations for Class A drum stocks of foam concentrate are implemented and adhered to, in accordance with Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements | ||
4.3 | Measures to control foam leaks or spills are followed, in accordance with organisational procedures | ||
4.4 | Class A foam tanks are refilled using personal protective clothing and equipment and approved foam concentrate transfer equipment, in accordance with organisational procedures and environmental requirements | ||
4.5 | Cleaning and safe disposal of any foam spills is undertaken, in accordance with relevant Safety Data Sheets (SDS) | ||
4.6 | Foam compatibility is considered when using Class A foam solutions from different vehicles on the same fire particularly when mixing one manufacturer’s brand of Class A foam with another's | ||
4.7 | Environmental regulations, as specified in organisational procedures, are adhered to when using foam and cleaning spills or foam equipment | ||
4.8 | Procedures for foam storage, mixing and filling sites are implemented, in accordance with organisational procedures and industry guidelines | ||
4.9 | Practices that do not contaminate water bodies, storm water drains or agricultural areas are implemented and adhered to when cleaning equipment at an incident or other location where Class A foam is used | ||