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 WRHHC305A, 'Apply over-comb techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- 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
ELEMENT | PERFORMANCE CRITERIA | ||
1 | Plan tapered haircut structures. | 1.1 | Haircut plan is prepared to represent the haircut structure. |
1.2 | Appropriate tools are selected to achieve planned haircut finishes. | ||
1.3 | Tapered cutting techniques are selected to achieve planned haircut finishes. | ||
2 | Apply scissor over-comb techniques. | 2.1 | Scissor over-comb techniques are applied in a logical sequence and pattern and with a continuous comb and scissoring action to theexterior of the haircut. |
2.2 | Position of head and neck is adjusted during service for desired access and application of technique. | ||
2.3 | Taper effect is varied by application of scissors over the fine or coarse end of the comb for a variety of neckline shapes and lengths. | ||
2.4 | Scissors and comb are applied at various angles to blend structures in the interior and exterior of the haircut. | ||
3 | Apply clipper over-comb techniques. | 3.1 | Clipper over-comb techniques are applied behind ears and to neckline to blend haircuts according to predetermined designs. |
3.2 | Clipper over-comb techniques are applied to create a variety of neckline shapes and lengths. | ||
3.3 | Clippers with attachments are used to create a variety of haircut effects. | ||
4 | Outline haircuts. | 4.1 | Haircut outlines are marked over and behind ears using clippers where indicated by the planned finish. |
4.2 | Clippers are used to outline sideburns where indicated by the planned finish. | ||
4.3 | Necklines are lathered and skin is stretched and shaved in the direction of hair growth to ensure a smooth result without discomfort to the skin. | ||
4.4 | Client comfort and safety are ensured during each stage. | ||
5 | Select and apply finishing techniques. | 5.1 | Appropriate finishing products, equipment and techniques are selected and applied to achieve planned haircut finish. |
5.2 | Waste is disposed of according to relevant legislation and workplace policies and procedures. | ||
5.3 | Equipment is cleaned or disposed of according to relevant legislation and workplace policies and procedures. | ||