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 CPCCCM1012, 'Work effectively and sustainably in the construction industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively and sustainably in the construction industry' 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 describe the essential outcomes. | Performance criteria describe what needs to be done to demonstrate achievement of the element. |
1. Identify industry structure, occupations, job roles and work conditions. | 1.1 Describe the scope and nature of the construction industry and its national economic importance. 1.2 Describe construction job roles, occupations and trade callings of the construction industry and relate them to direct and indirect employment opportunities. 1.3 Identify and evaluate trends in technology, work processes and environmental issues that are likely to impact on the construction industry in terms of employment options. 1.4 Describe construction employment conditions, organisational requirements, responsibilities and duties and how they relate to jobs and career paths. 1.5 Describe safe work methods and practices that meet Australian government and relevant state/territory work health and safety (WHS) legislative requirements, including use of personal protective equipment (PPE) |
2. Take responsibility for own workload. | 2.1 Plan work activities and establish priorities and deadlines with work group members and communicate them to others whose own work plans and timelines may be affected. 2.3 Identify variations and difficulties effecting performance or quality requirements of own work and report these issues to appropriate personnel using appropriate communication techniques. 2.4 Request additional support, from appropriate personnel, needed to achieve or improve work outcomes or quality. |
3. Work in a team. | 3.1 Identify site goals and the contributions made by teams to a construction activity. 3.2 Identify individual contributions to team activities and confirm them with others in the team. 3.3 Provide assistance and encouragement to other team members wishing to perform or enhance their role and the role of the team. 3.4 Initiate team improvements and encourage other team members to do the same. 3.5 Refer causes of disharmony and other barriers to achievement to the appropriate party for resolution. |
4. Identify own development needs. | 4.1 Identify the skills and knowledge necessary to work effectively in the construction industry. 4.2 Consult with appropriate personnel to determine own learning needs for future work requirements. 4.3 Determine and evaluate appropriate opportunities to learn and develop required skills and knowledge for future construction industry work opportunities. |
5. Identify current workplace resource use and opportunities to improve resource efficiency. | 5.1 Identify and describe workplace environmental and resource efficiency issues and the resources used in own work role. 5.2 Identify and report work site environmental hazards relating to the use of resources. 5.3 Follow enterprise plans to improve environmental practices and resource-use efficiency. 5.4 Make suggestions for improvements to workplace practices in own work area. 5.5 Report breaches of workplace environmental practices. |