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 PUAFIR408, 'Plan aircraft operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan aircraft operations' 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 | Plan aircraft operations | 1.1 | Operational objectives are obtained |
1.2 | Air operations requirements are identified | ||
1.3 | Requirements for support staff, equipment and consumables are identified | ||
1.4 | Hazard assessment is undertaken and is conveyed to pilots | ||
1.5 | Aircraft base location is selected, if required, in accordance with operational requirements | ||
1.6 | Site hazards are identified | ||
1.7 | Flight plans including operational requirements, weather, hazard identification and minimisation or abatement is established with pilots | ||
1.8 | Aircraft resource suitability and performance capabilities and/or limitations are identified | ||
1.9 | Areas at aircraft base location are designated and separated, in accordance with site features and specific operations being conducted | ||
1.10 | Activity brief is planned, in accordance with organisational procedures | ||
1.11 | Activity briefing is conducted with appropriate personnel, in accordance with organisational procedures, and operational information is displayed | ||
2 | Interpret weather conditions in relation to flight operations | 2.1 | Appropriate weather data is obtained |
2.2 | Assessment of immediate and forecasted weather conditions on air operations is undertaken | ||
2.3 | Air operations are planned using available data | ||
2.4 | Weather data is continually assessed for implications to planning and conduct of flight operations | ||
3 | Establish communications procedures | 3.1 | Communication requirements are identified |
3.2 | Factors impinging upon selection of communication system and frequencies within and outside controlled airspace are identified | ||
3.3 | Communication system and frequencies between aircraft and operations is selected | ||
3.4 | Communication procedures are implemented, in accordance with planning process and organisational procedures | ||
3.5 | Appropriate flight following notification procedures are implemented, in accordance with organisational requirements | ||
3.6 | Pilots and support personnel are briefed on communications procedures | ||
4 | Establish procedures for search and rescue of overdue aircraft | 4.1 | Circumstances requiring the implementation of Search and Rescue (SAR) processes are identified |
4.2 | Appropriate SAR procedures are established, as required | ||
4.3 | Appropriate authorities are identified | ||
4.4 | SAR resources are identified, as required | ||
4.5 | Organisational accident or incident response procedures are planned | ||
4.6 | Post accident and/or incident procedures are identified and planned, in accordance with organisational procedures | ||
5 | Complete operation | 5.1 | Debriefing is scheduled as soon as possible on completion of operation |
5.2 | Debriefing is conducted with operational and support personnel, in accordance with organisational requirements | ||
5.3 | Documentation related to the operation is recorded and reported, in accordance with organisational requirements | ||