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 PUAFIR220, 'Respond to isolated structure fire'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Respond to isolated structure fire' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Proceed to fire | 1.1 | Information received about location and type of fire is recorded, in accordance with organisational procedures |
1.2 | Appropriate personal protective clothing and equipment is donned, in accordance with organisational procedures | ||
1.3 | Most effective route to the fire is identified | ||
2 | Prepare extinguishing media and/or equipment for use | 2.1 | Water supplies at the incident to support firefighting are located |
2.2 | Equipment to access and supply water to firefighting operations is identified and assembled, in accordance with organisational procedures | ||
2.3 | Nominated extinguishing media and/or equipment is identified, obtained and or accessed | ||
3 | Combat fires | 3.1 | Personal safety is maintained, in accordance with organisational procedures and Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) guidelines, for responding to isolated structure fires |
3.2 | Hazards are identified and reported to supervisors, in accordance with organisational procedures | ||
3.3 | Firefighting strategies are implemented through the chain of command, in accordance with organisational procedures | ||
3.4 | Safe escape routes are identified confirmed and maintained in accordance with organisational procedures | ||
3.5 | Access to location of fire is gained and protecting life and minimising damage to the environment and property is undertaken, in accordance with organisational procedures | ||
3.6 | Extinguishing media and equipment are used, in accordance with manufacturers’ specifications and organisational procedures | ||
3.7 | Communication with team members and supervisor is maintained throughout the incident, in accordance with organisational procedures | ||
4 | Observe and report changes in conditions at the fire | 4.1 | Changing conditions at the fire are observed and effects on fire behaviour are noted and reported through the chain of command |
4.2 | Firefighting tactics are adapted to meet changing conditions and fire behaviour | ||
5 | Participate in ancillary operations | 5.1 | Ancillary activities to complement firefighting operations and to prevent further damage to structure is undertaken |
5.2 | Assistance is given, if required, to complete and record incident information | ||
6 | Conclude firefighting operations | 6.1 | Firefighting equipment is collected, reinstated and stowed, in accordance with organisational procedures |
6.2 | Incident scene is made safe for the public | ||
6.3 | Defective or missing equipment is identified and reported, in accordance with organisational procedures | ||
6.4 | Participate in debriefing sessions | ||