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 RIIERR305A, 'Control underground fires'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Control underground fires' 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. Assess situation and prepare for fire control operations | 1.1. Access, interpret and apply compliance documentation relevant to controlling fires in underground metalliferous mines 1.2. Interpret data and reports to determine cause and location of fire and record on the mine plan 1.3. Assess type, size and spread of fire to determine risk to people and plant/machinery 1.4. Identify and assess potential ignition sources for further fires to determine control measures, and record on the mine plan 1.5. Assess secondary risks and recommend actions to control these risks and protect people 1.6. Assess fire-fighting personnel's exposure to fire, and identify methods and equipment to control these identified risks 1.7. Determine personnel numbers, equipment and personal protective equipment requirements for fire control operations 1.8. Determine fire-fighting strategy and procedures to best control the situation 1.9. Assess fire control equipment and fire fighting media capability and quantity and make decisions about the most appropriate course of action 1.10. Assign duties to personnel available to control the fire 1.11. Identify and apply ventilation monitoring and control measures 1.12. Assess need for evacuation of personnel and take appropriate action 1.13. Prepare action plan for fire control operations |
2. Control the fire | 2.1. Secure fire area/zone to prevent entry of non-involved personnel 2.2. Access, assemble and test equipment determined in the action plan to manufacturer's instructions and recommended/site practices and safety parameters 2.3. Employ fire-fighting techniques and methods determined in the action plan, within given personnel competence and availability and equipment constraints to standard operating procedures 2.4. Maintain communication with other fire-fighters and Incident Control on condition of fire and status of fire control operations 2.5. Continuously monitor fire and put controls in place to ensure the safety of personnel in the vicinity of the fire 2.6. Continuously reassess and apply ventilation control measures to operations 2.7. Continuously monitor fire and fire-fighting activities to determine ability to continue to handle the situation, and take action 2.8. Minimise damage and disruption to mine working during the fire control operation, consistent with safety requirements 2.9. Assess fire intensity and magnitude and withdraw from fire zone and relocate fire control equipment to a safe place if fire is uncontrollable 2.10. Bring fire safely under control and extinguish 2.11. Monitor fire site and take actions to prevent possible re-ignition according to site-recommended procedures 2.12. Report to Incident Control according to site-recommended procedures 2.13. Monitor for structural and ground support integrity |
3. Restore and refurbish fire equipment to operational condition | 3.1. Inspect equipment for any damage sustained in fire control operations 3.2. Repair, replenish or replace defective/depleted equipment to meet manufacturer's specifications and/or Australian standards 3.3. Tag and quarantine unusable equipment 3.4. Return fire control system and equipment to operational readiness |