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 SFICORE105B, 'Work effectively in the seafood industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in the seafood industry' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Participate in environmentally sustainable practices | 1.1. Knowledge of environmentalhazards and risks and ecologically sustainable development (ESD) is appropriate to the individual's work area and level of responsibility. 1.2. Work activities conform to relevant environmental legislation, regulations, procedures and codes of practice appropriate to the individual's work area and level of responsibility. 1.3. Environmental hazards and risks relevant to the specific work being undertaken are identified and responded to, as required. 1.4. Sustainable resource principles and practices that are consistent with the task and level of responsibility employed in all work activities. |
2. Apply knowledge of seafood species, products and equipment | 2.1. Seafood species and products handled in the enterprise, relevant sector, work area or geographic area are recognised either visually or from a verbal/written description. 2.2. Equipment and resources required for the individual's work are identified either visually or from a verbal/written description. |
3. Contribute to a productive work environment | 3.1. Work is consistent with workplace agreements and legislative requirements related to access and equity, equal employment opportunity and workplace harassment. 3.2. Workplace policies and procedures, including those concerned with security, confidentiality and reporting are followed. 3.3. Information and skills relevant to work are shared with co-workers. 3.4. Problems and conflict are recognised and resolved or referred to appropriate person. |
4. Manage own work | 4.1. Work instructions, written and/or oral, are interpreted correctly and confirmation sought if inconsistencies are noted. 4.2. Workload is assessed and prioritised within allocated timeframes and according to level of responsibility. 4.3. Need for additional support to improve performance, if required, is communicated clearly to the appropriate person. 4.4. Responsibilities and duties are undertaken in a positive manner to promote cooperation within the workplace. |
5. Identify own learning needs, career options and support organisations within the seafood industry | 5.1. Key industry sectors and occupations are identified. 5.2. Career options and training opportunities within the enterprise and seafood industry are identified. 5.3. Steps are taken, in consultation with appropriate personnel, to identify own learning needs for future work requirements and career aspirations. 5.4. Key seafood industry organisations able to provide advice to individuals and the enterprise are identified. |