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 SFIEMS302B, 'Act to prevent interaction with protected species'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Act to prevent interaction with protected species' 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. Determine strategies for preventing or minimising the impact of interactions | 1.1. Information relevant to threatened, endangered and protected species which may be encountered during the operation is obtained. 1.2. Information about strategies that prevent or minimise the impact of interaction with protected species is obtained. 1.3. Information about interventions that may restore the wellbeing of an animal during or after interaction is obtained. 1.4. Strategies for preventing or minimising the impact of interactions during the operation are selected in consultation with or by management. |
2. Implement strategies | 2.1. Occupational health and safety (OHS) hazards are identified and risk control procedures are selected using the hierarchy of control model, legislative requirements, and enterprise and workplace procedures. 2.2. Resources and equipment required to implement strategies are identified and acquired. 2.3. Enterprise procedures for implementing strategies are developed and documented. 2.4. Appropriate PPE is provided, used and maintained according to OHS requirements. 2.5. Personnel are trained in the implementation of strategies. 2.6. Strategies are applied according to agreed procedures. |
3. Intervene to restore the wellbeing of an animal | 3.1. The species is accurately identified. 3.2. Options for intervention are evaluated against criteria for a successful outcome. 3.3. The preferred option for intervention is selected based on agreed procedures and the outcomes of the evaluation. 3.4. The decision to intervene is taken or referred to management where there is an OHS risk to personnel. 3.5. The intervention is carried out according to agreed procedures. 3.6. The wellbeing of the animal is monitored before, during and after the intervention. |
4. Monitor and report on interactions | 4.1. Interactions, potential interactions and interventions are monitored, recorded, reported to management and referred, as required, to legislative authorities. 4.2. Data required by authorities is collected, recorded and relayed, as required. 4.3. Recommendations for improvement to strategies and interventions are communicated to management. 4.4. Opportunities to take a regional or whole of industry approach to preventing or minimising the impact of interactions are recognised and referred to relevant organisations for consideration. 4.5. Publicity associated with an interaction or intervention event is handled. |