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 SIHHHCS305A, 'Apply over-comb techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply over-comb techniques' 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 describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Plan tapered haircut structures.
1.1. Produce a haircut plan to represent the haircut structure.
1.2. Select appropriate tools and over-comb techniques to achieve planned haircut finish.
2. Apply scissor-over-comb techniques.
2.1. Apply scissor-over-comb techniques in a logical sequence and pattern and with a continuous comb and scissoring action to the exterior of the haircut.
2.2. Enable access and application of technique by adjusting position of client’s head and neck during service.
2.3. Apply scissors over the fine or coarse end of the comb to vary taper effect on
2.4. Blend structures in the interior and exterior of the haircut by applying scissors and comb at various angles.
3. Apply clipper-over-comb techniques.
3.1. Apply clipper-over-comb techniques to blend hair lengths according to the haircut plan.
3.2. Create a variety of neckline shapes by applying clipper-over-comb techniques.
3.3. Use clippers with attachments to create a variety of haircut effects.
4. Outline haircuts.
4.1. Use clippers or scissors to mark haircut outlines over and behind ears, where indicated by the haircut plan.
4.2. Use clippers to outline sideburns where indicated by the haircut plan.
4.3. Lather neckline, stretch skin and shave in the direction of hair growth ensuring a smooth result without client skin discomfort.
5. Select and apply finishing techniques.
5.1. Select the appropriate finishing products and equipment.
5.2. Apply appropriate finishing techniques for tapered structures.
5.3. Dispose of waste, according to relevant health regulations and salon procedures.
5.4. Clean or dispose of equipment, according to health regulations and salon procedures.