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 SIHHTLS705A, 'Conceive, develop and realise innovative hairdressing concepts for media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Conceive, develop and realise innovative hairdressing concepts for media' 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. Identify overall media objective and scope.
1.1. Clarify and agree on key objective of the media presentation in consultation with stakeholders.
1.2. Analyse broad factors influencing the hair concept and consult with stakeholders to determine overall approach.
2. Establish and develop the hair design concept for media presentation.
2.1. Research and analyse the emerging trends that may influence the development of the hair design concept.
2.2. Apply a range of creative thinking techniques to generate new ideas for the hair design concept based on the media objective and scope.
2.3. Collaborate with the appropriate experts about achieving the desired hair design images based on the presentation methodologies to be used.
2.4. Develop the hair design concept that communicates the key features of the product, service or design, ensuring originality and impact to set it apart other from the work of competitors and other colleagues.
2.5. Investigate the legal and ethical constraints for the proposed use of the concept.
2.6. Use effective communication strategies to present the developed hair concept to relevant stakeholders encouraging feedback and offering clarification as required.
3. Plan and coordinate the hair design preparations for the media presentation.
3.1. Estimate production timeline, workflow and budget for the presentation of creative hair designs.
3.2. Prepare an operational plan for the provision of resources, identifying steps, activities, sequence, incorporating appropriate risk management strategies.
3.3. Identify or appoint assistant staff, clarifying team roles related to their contribution to the hair designs.
3.4. Manage the communication of the operational plan to ensure timely and effective planning and implementation.
3.5. Implement and monitor the plan for the completion of the hair designs for media, making adjustments as required.
4. Manage the completion of hair designs for the media presentation.
4.1. Manage the co-ordination of model preparations for the execution of hair designs.
4.2. Manage the completion of hairdressing designs, ensuring styling techniques and finishes used are appropriate for optimised presentation for the media to be used.
4.3. Monitor the coordination of assistant staff supporting individuals in their roles and ensuring safe working practices.
4.4. Provide assistance and support to production team as needed, including, using test shots of hair designs for shoot.
4.5. Monitor production requirements and content implications of presentation to ensure required purpose is met.
4.6. Co-ordinate the removal, disposal and return of hairdressing equipment, materials and products and clothing, ensuring minimal environmental impacts.
5. Evaluate professional work.
5.1. Seek and apply constructive criticism after the event to improve own performance.
5.2. Assess own work to evaluate satisfaction and degree to which it met event objectives.
5.3. Evaluate own work in the context of work by others in order to extend own practice.
5.4. Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes.