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 SRXEMR001A, 'Respond to emergency situations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Respond to emergency situations' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Evaluate the emergency | 1.1 | Identify and action emergency reports and signals correctly and recognise and assess emergency and potential emergency situations |
1.2 | Seek advice from relevant people, if appropriate, | ||
1.3 | Identify situations where initial response actions are not safe or are likely to be ineffective and | ||
1.4 | Assess the possible development of the emergency situation and evaluate further potential hazards to clients and staff | ||
1.5 | Assess injuries and treat appropriately | ||
1.6 | Examine the situation variables | ||
1.7 | Prioritise needs, including those for assistance, promptly and accurately | ||
2 | Develop a plan of action | 2.1 | Identify and evaluate options for action |
2.2 | Utilise available resources efficiently | ||
2.3 | Develop a plan which balances group and individual safety with contextual issues | ||
2.4 | Outline the involvement of other individuals in the plan | ||
2.5 | Implement organisational emergency procedures and policies correctly as part of the plan of action | ||
2.6 | Apply occupational health and safety requirements and safe working practices in the plan of action, including selection of personal protective clothing and equipment to suit the emergency situation | ||
3 | Control the emergency | 3.1 | Implement the plan of action using techniques appropriate to the situation and available resources and abilities |
3.2 | Operate equipment safely and, where necessary, improvise equipment and techniques | ||
3.3 | Identify and implement strategies for group control and remove clients and other individuals from danger | ||
3.4 | Monitor constantly the condition of all clients, staff and others assisting | ||
3.5 | Acquire and document the information required to assist emergency services, where relevant | ||
3.6 | Notify, where required, emergency services | ||
3.7 | Alter the plan of action to accommodate changes in the situation variables | ||
3.8 | Demonstrate casualty evacuation methods where relevant to the context | ||
3.9 | Implement organisational procedures and policies and legal requirements in the event of a major injury or death | ||
4 | Debrief the emergency | 4.1 | Notify management authorities |
4.2 | Obtain the information appropriate to be given to facility or land management authorities | ||
4.3 | Debrief clients and others directly involved and make arrangements for further counselling, if required | ||
4.4 | Advise clients and others directly involved to refer media enquires to a nominated spokesperson | ||