- NWP518B - Prepare and report on data related to flood mitigation
Assessor Resource
NWP518B
Prepare and report on data related to flood mitigation
Assessment tool
Version 1.0
Issue Date: June 2024
This unit supports the attainment of skills and knowledge required for planners and managers in water organisations with responsibility for the preparation of flood mitigation reports.
This unit of competency describes the outcomes required to collect and analyse data associated with rainfall, run-off, flood estimation and reporting required for the development and communication of flood mitigation plans.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The candidate should demonstrate the ability to collect and analyse data associated with rainfall, run-off, flood estimation and reporting required for the development and communication of flood mitigation plans including: collecting relevant data analysing relevant data modelling of data preparing clear, concise and timely reports communicating data and outcomes to stakeholders and team members |
Context of and specific resources for assessment | Access to the workplace and resources including: documentation that should normally be available in a water industry organisation relevant codes, standards, and government regulations Where applicable, physical resources should include equipment modified for people with disabilities. Access must be provided to appropriate learning and/or assessment support when required. Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice a decision of competence should only be made when the assessor has complete confidence in the person's competence over time and in various contexts all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the skill levels of the operator, any cultural issues that may affect responses to the questions, and reflecting the requirements of the competency and the work being performed. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level, required for this unit. |
Required skills: use mathematical techniques to analyse and model flood data collect and interpret data manipulate and model data develop clear and effective reports communicate effectively |
Required knowledge: catchment hydrology principles water flow measurement flow routing relevant legislation, by-laws and planning schemes mathematical calculation cultural environment occupational health and safety and environmental legislation, Acts and procedures |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts. | |
Flooding regimes may include: | flood levels peaks; flow rates area extent duration |
Data may include: | time series data historical rainfall flood levels |
Techniques for flood estimation may include: | base flow separation flood frequency rainfall modelling |
Flood hazard assessments may include: | the safety of people safety of animals land inundation house and other property inundation effects on communication and other infrastructures ability and extent of need for emergency services industry cost analysis |
Planning controls may include. | land use planning construction or destruction of physical structures (e.g. levee banks, sand bag levees) infrastructure development cultural land restrictions |
Stakeholders may include: | community groups land holders emergency response groups town planners utility managers (gas, electricity, water) local government industry and commerce |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Access and interpret historical rainfall run-off and flooding regimes of specific catchments. | |||
Delineate historical floods. | |||
Model simulated, hypothetical or estimated rainfall intensity data and catchment characteristics. | |||
Collate, manipulate and interpret data. | |||
Use techniques for flood estimation and apply to the development of flood estimation guidelines. | |||
Estimate and record flood levels, extents and flow rates. | |||
Complete and record flood hazard assessments. | |||
Analyse and record the impact of planning controls of flood assessments. | |||
Collate, analyse and record information to meet organisational requirements. | |||
Communicate information to stakeholders using standard organisational procedures. | |||
Prepare and present reports in a clear, concise and timely manner to meet organisational requirements. |
Forms
Assessment Cover Sheet
NWP518B - Prepare and report on data related to flood mitigation
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Date:
Assessment Record Sheet
NWP518B - Prepare and report on data related to flood mitigation
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
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