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 RTF4007A, 'Prepare a garden design'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare a garden design' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Develop a design brief | 1.1 | Client is consulted to establish purpose and requirements of design. |
1.2 | Design brief is developed and agreed in consultation with the client. | ||
1.3 | Cost structures and timelines are negotiated with the client. | ||
2 | Undertake a site analysis | 2.1 | Base plan of site is prepared or obtained from the client or other sources. |
2.2 | Physical elements and features of the site are recorded on the base plan. | ||
2.3 | Assessment of soil, topography, aspect, existing vegetation and climatic factors are recorded on the site plan. | ||
2.4 | Functional analysis of the site is completed and recorded on the base plan. | ||
2.5 | Other relevant data, including scale and north point is determined and recorded on the base plan. | ||
3 | Develop a concept design | 3.1 | Concept plan is prepared to illustrate the location and layout of proposed site works according to the design brief. |
3.2 | Plant list is compiled of species and varieties suitable for the site according to design brief. | ||
3.3 | Consultation with the client is undertaken to agree on options and approaches for development. | ||
3.4 | Consistent graphic style is used to present the concept plan. | ||
4 | Produce a final plan | 4.1 | Detailed garden design is produced according to the design brief. |
4.2 | Design solutions and graphic representations are applied to a range of garden development situations. | ||
4.3 | Garden plan is drafted according to enterprise standards. | ||
4.4 | Information on the plan is relevant and precise, and clearly communicates development works to be undertaken. | ||
4.5 | Notes and specifications are included on the plan to assist in plan interpretation. | ||