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 SITTTOP006B, 'Operate tours in a remote area'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate tours in a remote area' 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 | Use bush craft and survival techniques. | 1.1 | Identify current hazards in accessing and operating in the remote area, assess risks and action contingency plans to eliminate or control the risks. |
1.2 | Read maps and use navigation and communication equipment accurately to find tour destinations and to navigate the return journey. | ||
1.3 | Share bush craft knowledge with customers to enhance the tour experiences and employ their help, if required. | ||
1.4 | Employ bush craft and survival techniques in remote areas in emergency situations to source water, food and shelter and to signal for help or rescue. | ||
2 | Operate remote area communications equipment. | 2.1 | Tune and adjust equipment to ensure that incoming and outgoing communications can be clearly transmitted. |
2.2 | Obtain and select correct communication address to make outgoing communication. | ||
2.3 | Operate communications equipment correctly at the appropriate times to establish contact and according to organisation procedures and safety requirements. | ||
2.4 | Relay and receive messages speaking at a volume and tone and using the phonetic alphabet or radio call signs to allow the other party to hear clearly and understand the message. | ||
2.5 | Provide appropriate response to caller, respond to requests for action or information and confirm that requests have been actioned. | ||
3 | Conduct remote area touring activities with minimal impact. | 3.1 | Conduct the tour to ensure minimal negativeimpact to the environment and maximum comfort and safety of passengers. |
3.2 | Conduct all activities according to special permit requirements and report any incidents to the relevant agency. | ||
3.3 | Monitor the quality of culturally or environmentally sensitive areas or sites and report any deficiencies or damage to the relevant agency. | ||
3.4 | Minimise the effects of noise on local communities. | ||