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 AHCPER508, 'Manage a permaculture aid and development project'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage a permaculture aid and development project' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Obtain information on the aid project | 1.1 Contact the peak aid organisation or government department to obtain information about aid projects 1.2 Research similar projects and their outcomes 1.3 Research the remote community or location to start fully informed about cultural protocols and issues |
2. Develop a plan for the project in consultation with others | 2.1 Ascertain the nature of the project, the issues and the key personnel at the remote location 2.2 Work with other organisations involved in the aid project and clarify chain of command 2.3 Establish clear communication channels as early as possible 2.4 Confirm budget allocations and allowances attached to the project 2.5 Document the permaculture aid and development project as a strategic plan 2.6 Distribute the strategic plan as required |
3. Obtain resources and confirm logistics for transportation to remote location | 3.1 Negotiate material resources, equipment and other needs with the remote community 3.2 Communicate in a culturally sensitive manner at all times and maintain correct communication sequence 3.3 Arrange transportation to remote location with full documentation, procedures and cultural protocols in place 3.4 Monitor transportation phase closely |
4. Organise human resources and confirm transit and living arrangements, food and supplies for staff | 4.1 Interview and engage personnel 4.2 Confirm living arrangements with contact at remote community 4.3 Confirm food and supply lines for personnel separately from aid arrangements 4.4 ocument and communicate these arrangements 4.5 Brief personnel on arrangements and project ahead of departure |
5. Document the emergency plan | 5.1 Write up the emergency plan with the aims and objectives of the project 5.2 List strategies for achieving the aims 5.3 Allocate personnel and resources to the strategic actions 5.4 Include benchmarks and timeline for operations 5.5 Include processes, procedures and communication lines for adoption by personnel on the ground |
6. Manage the permaculture aid and development project | 6.1 Maintain regular communication with the team on the ground 6.2 Troubleshoot any issues that arise 6.3 Document the roll out of the plan and address any gaps or misunderstandings immediately 6.4 Reduce paperwork and stress for operatives on the ground by simplifying reporting procedures and actioning requests quickly 6.5 De-brief personnel on return, and maintain detailed records of the project |